<![CDATA[Mathematical understanding ability is an essential 21st-century competence, yet the simultaneous testing of internal variables such as learning independence and self-regulated learning as its predictors remains limited. This associative quantitative study with an ex post facto design aimed to analyze the partial and simultaneous effects of learning independence and self-regulation on the mathematical understanding of junior high school students. The research sample consisted of 20 eighth-grade students in Indramayu Regency, selected through a purposive sampling technique. Data were collected using a mathematical understanding essay test instrument (NCTM indicators) and Likert-scale questionnaires, then analyzed using multiple linear regression. The ANOVA test results indicated that, simultaneously, learning independence and self-regulation did not exert a significant influence on mathematical understanding (F = 2.582; = 0.105), with a model contribution of 23.3%. Partially, self-regulation had no significant effect (p = 0.147), whereas learning independence had a significant but negative influence (B = -2.376; = 0.041). This finding indicates the presence of misguided autonomy, where high independence without help-seeking behavior hinders the understanding of abstract concepts. This study recommends the implementation of guided inquiry learning strategies as a form of scaffolding to optimize affective potential into students' cognitive abilities.]]>
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