<![CDATA[Critical thinking skills and self-regulated learning are two important competencies that support students’ success in mathematics learning. This study aimed to determine the level of critical thinking skills, the level of self-regulated learning, and the relationship between critical thinking skills and self-regulated learning among eight grade students at public Islamic junior high school in Mataram City on the topic of statistics. The study employed a mixed methods approach with an explanatory sequential design. Quantitative data were obtained through a critical thinking test and the Academic Self-regulated learning Questionnaire (ASLQ), while qualitative data were obtained through interviews to strengthen the quantitative findings. The sample consisted of 73 students selected using simple random sampling. Quantitative data were analyzed using descriptive statistics and the Spearman rank correlation test, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The results showed that the largest proportion of students fell into the high critical thinking ability category, accounting for 41.10%, followed by the low category at 36.99% and the moderate category at 21.92%. The Spearman correlation coefficient was 0.047 with a significance value of 0.690 , indicating no significant relationship between students’ critical thinking skills and self-regulated learning. The qualitative findings showed that students with high levels of self-regulated learning did not necessarily have high critical thinking skills because they still experienced difficulties in reasoning processes and understanding mathematical concepts. Thus, there was no significant relationship between students’ critical thinking skills and self-regulated learning]]>
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