The Influence of Self-Regulated Learning on Science Learning Resilience: The Moderating Role of Gender

Abstract

This study was conducted in response to the relatively low levels of self-regulated learning and science learning resilience among students in several Madrasah Tsanawiyah located in Batetangnga Village, as well as differences in learning characteristics based on gender. The research aims to examine the effect of self regulated
learning on students' science learning resilience and to investigate whether gender moderates
this relationship. A quantitative correlational research design was employed involving 124 students by random sampling. Data were collected using a Likert-scale questionnaire and analyzed through descriptive statistics, simple linear regression, and Moderated Regression Analysis (MRA). The findings revealed that self-regulated learning has a positive and statistically significant effect on science learning resilience (B = .496, β = .469, p < .001). Furthermore, gender was found to significantly moderate the relationship between self-regulated learning and science learning resilience, as indicated by the significant interaction effect (p < .001). These results suggest that students with higher levels of self-regulated learning tend to demonstrate greater resilience in science learning, while the strength of this relationship varies according to gender.