Prestasi akademik sangat penting untuk siswa capai, terutama untuk mata pelajaran matematika. Tetapi prestasi akademik matematika mengalami penurunan yang ditunjukan diturunnya hasil nilai UN dan menurunnya ulangan harian. Terdapat beberapa hal yang dapat meningkatkan prestasi akademik matematika, salah satunya adalah meregulasi diri dalam belajar yang di dalam Psikologi Pendidikan disebu self-regulated learning. Tujuan dari penelitian ini adalah untuk melihat pengaruh self-regulated learning terhadap prestasi akademik matematika pada siswa SMP. Penelitian ini adalah penelitian kuantitatif non eksperimental dengan teknik accidental sampling dan melakukan penyebaran kuesioner secara langsung ke salah satu SMP swasta di kota Tangerang. Hasil penelitian ini menunjukkan tidak adanya hubungan antara self-regulated learning dan prestasi akademik matematika pada siswa SMP dengan rs=.034, p = .781 (p>.05). Tidak adanya hubungan antara self-regulated learning dan prestasi akademik matematika dikarenakan beberapa hal, seperti nilai rapor semester ganjil yang digunakan sebagai acuan untuk variabel prestasi akademik ternyata kurang signifikan untuk diprediksi oleh self-regulated learning, perkembangan kognitif siswa untuk membantu mengembangkan strategi self-regulated learning, dan faktor-faktor lain yang dapat mempengaruhi prestasi akademik, salah satunya adalah minat. Hasil analisis tambahan didapatkan bahwa terdapat hubungan antara persepsi siswa terhadap matematika dan prestasi akademik matematika dengan rs = .343, p=.004 (p<.05). Academic achievement is very important for students to achieve, especially for mathematics. But the academic achievement of mathematics has decreased which is indicated by the decline in the results of the UN scores and decreased daily tests. There are several things that can improve academic achievement in mathematics, one of which is self-regulation in learning which in Educational Psychology is called self-regulated learning. The purpose of this study was to look at the effect of self-regulated learning on academic achievement in mathematics in junior high school students. The research was a non-experimental quantitative research with accidental sampling technique and distributing questionnaires directly to one private junior high school in the city of Tangerang. The results of this study indicate that there is no relationship between self-regulated learning and academic achievement in mathematics in junior high school students with rs = .034, p = .781 (p>.05). There is no relationship between self-regulated learning and academic achievement in mathematics due to several things, such as odd semester report cards being used as a reference for academic pres variables that are less significant to be predicted by self-regulated learning, cognitive development of students to help develop self-regulated learning strategies, and other factors that can affect academic achievement, one of which is interest. Additional analysis results found that there is a relationship between students’ perceptions of mathematics and mathematics academic achievement with rs = .343, p = .004 (p<.05).