<![CDATA[Abstrak Prestasi belajar merupakan penguasaan seseorang terhadap mata pelajaran tertentu yang diformulasikan dalam bentuk angka yang didasarkan pada hasil ujian terstandar yang dilakukan oleh guru, sehingga akan tergambar kemampuan akademik pebelajar. Penelitian bertujuan membuktikan ada atau tidak adanya pengaruh dukungan ibu terhadap prestasi belajar anak yang dimediasi oleh peregulasian-diri dalam belajar. Penelitan korelasional di kelas 9 SMP Muhammadiyah Malang melibatkan 184 siswa yang ditentukan berdasarkan teknik purposive sampling. Skala Child and Adolescent Social Support Scale (CASSS) dan Self-Regulation of Learning Self-Report Scale (SRL-SRS) digunakan untuk mengukur besarnya dukungan ibu, sedangkan prestasi belajar anak diukur berdasarkan nilai rapor anak. Berdasarkan hasil analisis data ditemukan bahwa dukungan ibu berpengaruh langsung terhadap prestasi belajar anak, sebesar = 1,85; p = 0,00. Prestasi belajar anak yang dimediasi oleh peregulasian-diri dalam belajar dipengaruhi secara tidak langsung oleh dukungan ibu sebesar = 1,26; p = 0,00, nilai R2 = 0,25. Hasil ini membuktikan bahwa dukungan ibu dapat menjelaskan prestasi belajar anak setelah dikendalikan oleh peregulasian-diri dalam belajar sebesar 25%. Kata kunci: Dukungan Ibu, peregulasian-diri dalam belajar, Prestasi Belajar Anak Abstract Learning achievement is someone's mastery of a certain lesson formulated in numbers and based on standardized exams or test results that the teacher performed. Hence, the academic ability of the learner can be depicted or represented. The study aims to prove whether there is an effect of mothers' support towards their children's learning achievement mediated through self-regulation learning. This correlational study was conducted at the grade 9 students of SMP Muhammadiyah Malang. The study involved 184 students determined based on the purposive sampling technique. The Child and Adolescent Social Support Scale (CASSS) and the Self-Regulation of Learning Self-Report Scale (SRL-SRS) were used to measure the mother's support, while the child's learning achievement was measured based on the child's report card score. Based on the results of data analysis, it was found that the mother's support had a direct effect on children's learning achievement as much as = 1,85; p = 0,00. Furthermore, children's learning achievement mediated by self-regulation in learning is influenced indirectly by the mother's support with a value of = 1,26; p = 0,00, the value of R2 = 0.25. These results prove that mother’s support can explain children's learning achievement after being controlled by self-regulation in learning by 25%. Keywords: mother’s support, self-regulation in learning, children’s learning achievement]]>
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