<![CDATA[Mathematical communication skills are one of the most important competencies in mathematics education. However, students’ mathematical communication skills are still not optimal, necessitating alternative teaching methods that can support students in developing and conveying their mathematical ideas. This study aims to analyze improvements in students’ mathematical communication skills based on the use of interactive e-modules and their level of Self-Regulated Learning (SRL), as well as to determine the interaction between the two. The study employed a quantitative approach with a 2×3 factorial quasi-experimental design. The research subjects consisted of 80 11th-grade students at MAN 1 Lombok Tengah, divided into experimental and control groups. Data on mathematical communication skills were collected through pretests and posttests using a test instrument, while SRL data were collected via a questionnaire. Improvements in mathematical communication skills were analyzed using N-Gain. Inferential analysis employed the Mann-Whitney and Kruskal-Wallis tests, along with follow-up tests using the Bonferroni correction. The results showed no significant difference in the improvement of mathematical communication skills between the experimental and control classes (p = 0.885). Conversely, there was a difference in improvement based on SRL levels (p < 0.001), with all category pairs showing significant differences after the Bonferroni correction. The analysis results also showed that there was no significant interaction between the use of interactive e-modules and SRL levels on the improvement in students’ mathematical communication skills (p = 0.708; Partial Eta Squared = 0.009). The findings indicate that the SRL level is associated with variations in the improvement of students’ mathematical communication skills, whereas the use of interactive e-modules did not show a significant difference in improvement compared to conventional learning.]]>
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