Double Loop Maths Learning: Strategic Factors of Pancasila Learner Profile in Aspects of Independence and Its Impact on Learning Outcomes of Junior High School Students

Background/purpose. The process of double-loop learning has the capacity to engender alterations in values, assumptions and strategies. The alteration of values gives rise to a corresponding shift in assumptions and strategies. The present article poses and explores two discrete research inquiries. The present study has been designed to examine the indirect impact of intrapersonal intelligence, facilities, and social support on mathematics learning outcomes through independence. This objective will be realised through a comprehensive analysis of the simultaneous and partial effects of these factors. The second objective is to assess the impact of intrapersonal intelligence, facility completeness and social support on independence, both concurrently and in part. Materials/methods. The research presented in this article is quantitative and correlational in nature. The study population comprised 324 Class VIII students at State Junior High School 2 in Kartasura, Sukoharjo, Central Java. A sample size of 180 students was determined using the Slovin formula, which allowed for a 5% margin of error. Cluster random sampling by lottery was employed as the sampling method. Data were collected via questionnaires and documentation. Results. The study's findings indicate that intrapersonal intelligence, facility completeness, social support and independence have a simultaneous impact on mathematics learning outcomes. Conclusion. The findings indicate that intrapersonal intelligence, learning facilities, social support, and independence exert a considerable influence on mathematics learning outcomes, accounting for 94.6% of the total effect.