Deep learning readiness, self-regulated learning, and numeracy literacy in mathematics education: A PLS-SEM mediation study

Sherly Mayfana Panglipur Yekti; Agustin Patmaningrum; Eny Dwi Utami; Nayla Sasti Ifadza; Aditya Ramadhan

doi:10.58524/jasme.v6i3.1498

Authors

Sherly Mayfana Panglipur Yekti Universitas PGRI MPU Sindok, Indonesia
Agustin Patmaningrum Universitas PGRI MPU Sindok, Indonesia
Eny Dwi Utami Universitas PGRI MPU Sindok, Indonesia
Nayla Sasti Ifadza Universitas PGRI MPU Sindok, Indonesia
Aditya Ramadhan Universitas PGRI MPU Sindok, Indonesia

DOI:

https://doi.org/10.58524/jasme.v6i3.1498

Keywords:

Deep Learning Readiness, Mathematics Education, Numeracy Literacy, PLS-SEM, Self-Regulated Learning

Abstract

Background: Improving numeracy literacy requires mathematics learning environments that support meaningful engagement while enabling students to regulate their learning processes. However, the mechanism linking Deep Learning Readiness (DLR), Self-Regulated Learning (SRL), and Numeracy Literacy (NL) remains insufficiently understood.

Aims: This study investigated the structural relationships among DLR, SRL, and NL and examined the mediating role of SRL in the DLR–NL relationship.

Method: A cross-sectional survey involved 144 Grade VIII students from three junior secondary schools in Nganjuk Regency, East Java, Indonesia. Data were collected using a PISA-aligned Numeracy Literacy Test (α = .905), a 51-item SRL questionnaire (α = .980) based on Zimmerman’s three-phase model, and a Deep Learning Readiness Scale. Data were analyzed using PLS-SEM with 5,000 bootstrap resamples.

Results: DLR was positively associated with SRL (β = .512, p < .001) and NL (β = .287, p < .001), while SRL was positively associated with NL (β = .483, p < .001). The model explained 26.2% of SRL variance and 48.7% of NL variance. SRL partially mediated the DLR–NL relationship (β = .247, VAF = 46.3%).

Conclusion: SRL serves as an important mechanism connecting deep learning readiness with numeracy literacy, highlighting the importance of integrating self-regulatory practices into mathematics learning environments.

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