<![CDATA[Self-regulated learning supports students in managing their learning, yet its development can be challenging in schools with limited resources. This study aimed to describe students’ self-regulated learning and teachers’ perceptions of learning independence at a one-roof junior high school in Bekasi Regency, Indonesia. A descriptive quantitative survey was conducted in January 2026 involving 100 students, comprising 62 seventh-grade and 38 eighth-grade students selected randomly within each grade, alongside 14 teachers and education personnel recruited through total sampling. Data were collected using student and teacher questionnaires and analyzed through descriptive statistics and thematic analysis of open-ended responses. Teacher questionnaire results showed that, across five assessed aspects, 71.4% selected the “sometimes” category and 28.6% selected “never,” while none selected “often/always.” Open-ended responses identified limited family support, inadequate learning facilities, low motivation, and underdeveloped study habits as perceived barriers. These findings provide a basis for planning school counseling services focused on goal setting, learning planning, self-monitoring, and reflection. Collaboration among schools, teachers, and families is needed to support learning independence. As the findings describe a single school, broader generalization and causal conclusions are not warranted.]]>
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