The Effect of Self-Regulated Learning on Critical Thinking Skills and IPAS Teaching Readiness Among Elementary Education Students in the Era of the Merdeka Curriculum

Auliya Khaerun Nisya; Nanang Rahman; Zulkarnain Zulkarnain

doi:10.58421/gehu.v5i5.2100

DOI:

https://doi.org/10.58421/gehu.v5i5.2100

Authors

Auliya Khaerun Nisya Universitas Muhammadiyah Mataram
Nanang Rahman Universitas Muhammadiyah Mataram
Zulkarnain Zulkarnain Universitas Muhammadiyah Mataram

Keywords:

Self-Regulated Learning, IPAS, Merdeka Curriculum

Abstract

Critical thinking skills and teaching readiness are essential competencies that elementary education (PGSD) students must possess to prepare for the implementation of the Merdeka Curriculum. One factor believed to contribute to these two competencies is self-regulated learning. This study aims to analyze the influence of self-regulated learning on the critical thinking skills and teaching readiness of PGSD students in the IPAS program. The study employed a quantitative approach with a correlational design. The study sample consisted of 54 PGSD students from Muhammadiyah University of Mataram and Mataram University, selected using purposive sampling. Data were collected via a Likert-scale questionnaire that had passed validity and reliability tests, then analyzed using descriptive and inferential statistics, including normality tests, Pearson’s correlation, simple regression, and the coefficient of determination (R²). The results indicate that self-regulated learning has a positive and significant effect on critical thinking skills, contributing 56.4%, and a positive and significant effect on readiness to teach IPAS, contributing 9.5%. These findings suggest that enhancing self-regulated learning can strengthen critical thinking skills while supporting students’ readiness as prospective elementary school teachers. The implications of this study underscore the importance of integrating strategies for developing self-regulated learning into the curriculum.

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