摘要：[English]: Self-regulated learning and learning styles are two of the various factors which contribute to students' achievement in learning at each level of education, including mathematics teacher education. This study examined the self-regulated learning of prospective mathematics teachers (PMT) with different learning styles (visual, auditory, kinesthetic). It involved 66 PMTs who enrolled on a linear program course in the 4th semester. Data were collected through a questionnaire, a test, and a semi-structured interview. The test was used to select PMTs who have high mathematics ability as the subjects. They were provided with the questionnaire to examine their fulfilment of cognition, motivation, behaviour, and context in the four stages of self-regulated learning. The interview was administered to confirm and thoroughly explore subjects' responses in the questionnaire. The results of the questionnaire and interview were qualitatively analyzed. This study found that PMT with different learning styles fulfils four aspects of self-regulated learning in the stage of (1) planning, forethought, and activation, (2) monitoring, (3) control, and (4) reaction and reflection in different extent, preference, and strategies. The differences are possibly affected by their different learning styles.
关键词：Kemandirian belajar; Gaya belajar; Calon guru matematika
