<![CDATA[This study aims to describe the implementation of Self-Regulated Learning (SRL) in number theory learning and its impact on students' learning independence and conceptual understanding. The research employed a qualitative descriptive method with participants consisting of undergraduate students enrolled in a Number Theory course. Data were collected through observation, questionnaires, and learning outcome tests. The results showed that the implementation of SRL encouraged students to plan learning strategies, monitor understanding, and evaluate learning outcomes independently. Students demonstrated better engagement, increased responsibility for learning, and improved conceptual understanding of number theory topics. In conclusion, Self-Regulated Learning can be effectively implemented in number theory learning and contributes positively to students' independent learning skills and mathematical understanding.]]>
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