<span>This research was motivated by limited self-regulated learning (SRL) in elementary school students. The aim of this research was to understand the increase in SRL of elementary school students apply the Concrete-Pictorial-Abstract (CPA) approach which was reviewed as a whole and based on Early Mathematical Ability (EMA) during the COVID-19. This study was applied with a quasi-experimental method through a nonequivalent control group. Determination of the sample through purposive sampling on fifth-grade elementary school students in Central Jakarta. The sample coincide of 27 students each for the CPA and the conventional class. Measurement through a scale of SRL. This research informs the students' SRL on CPA learning that is significantly better than SRL with conventional approach reviewed as a whole and in the medium EMA group., however, based on the high and low EMA groups, SRL students who received CPA learning were not significantly better than those with conventional learning.</span>

The COVID-19 pandemic brought major changes in the education field in Indonesia. The face-to-face learning system that usually dominates the school learning system has changed to an online learning system. The purpose of this study is to reveal how much the correlation between mathematics learning outcomes and students self-regulated learning in elementary schools when online-based learning systems were applied during the COVID-19 pandemic. This research is a quasi-experiment of the fractions topic which applied to 54 students from one of the elementary schools in central Jakarta, Indonesia. Mathematics learning outcomes test and self-regulated learning questionnaires are given before and after online learning is conducted. Online learning is done with a group of the WhatsApp application and learning videos that are broadcasted through the YouTube channel. The results of the study show that the correlation between mathematics learning outcomes and self-regulated learning of elementary school students is 0.424. Based on the criteria from Guilford, the magnitude of the correlation value is in the medium criteria. The results of the study concluded that there is a correlation between mathematics learning outcomes and students self-regulated learning. The higher the student mathematics learning outcomes, the higher the self-regulated student circulation, and vice versa.