Pengaruh Mathematical Beliefs dan Self Regulated Learning terhadap Kemampuan Berpikir Kritis Matematis

Najwa Ghafirah Putri (Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Siliwangi, Tasikmalaya)
Siska Ryane Muslim (Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Siliwangi, Tasikmalaya)
Sri Tirto Madawistama (Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Siliwangi, Tasikmalaya)

Media Pendidikan Matematika
Vol. 14 No. 1 (2026): J-MPM

This study aims to determine the impact of mathematical beliefs and self-regulated learning on mathematical critical thinking skills, both partially and simultaneously. This study uses quantitative research with an associative method. The sample in this study was 42 grade X students at one of the public senior high schools in Tasikmalaya city who were randomly selected using a simple random sampling technique. Data obtained through a questionnaire on mathematical beliefs and self-regulated learning, as well as mathematical critical thinking ability tests, were analyzed using multiple linear regression with the help of IBM SPSS statistics 24 software. The results of the t-test showed that partially mathematical beliefs, self-regulated learning had a positive and significant effect on mathematical critical thinking skills. The results of the F-test showed that mathematical beliefs and self-regulated learning simultaneously had an effect on mathematical critical thinking skills by 32,1%, while 67,9% was influenced by other factors