Hubungan Tingkat Pemahaman Perkembangan Kurikulum di Indonesia dengan Self-Regulated Learning Mahasiswa S2 Pendidikan Dasar

Hafsah Anas (Universitas Pendidikan Indonesia)
Atep Sujana (Program Studi Pendidikan Dasar, Universitas Pendidikan Indonesia, Indonesia)
Effy Mulyasari (Program Studi Pendidikan Dasar, Universitas Pendidikan Indonesia, Indonesia)

NUSRA: Jurnal Penelitian dan Ilmu Pendidikan
Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026

This study aimed to determine the relationship between the level of understanding of curriculum development in Indonesia and self-regulated learning among master’s students in elementary education. The study employed a quantitative correlational method. The sample consisted of master’s students selected through purposive sampling. Data were collected using questionnaires and analyzed with Pearson Product Moment correlation. The results showed a positive and significant relationship between understanding curriculum development and self-regulated learning (r = 0.598; p < 0.05). The higher the students’ understanding of curriculum development, the better their ability to regulate their learning independently.