SUMMARY
The study aimed to determine: (1) the differences in the self-regulated of students in economics learning using a portfolio assessment model and without using a portfolio assessment model, and (2) the effectiveness of using a portfolio assessment model on students' self-regulated in economics learning. This research is a quasi-experimental study with a randomized control group pretest-posttest design. The population of this research is class XI students majoring in Social Sciences (IIS) for the academic year 2021/2022 which consists of four classes with a sampling technique, namely cluster random sampling. Based on the lottery results, class XI IIS 1 and 2 were given a portfolio assessment model and class XI IIS 3 and 4 did not use the portfolio assessment model. Data collection techniques used are indirect communication techniques. The data collection tool used is a learning self-regulated questionnaire. The hypothesis was tested using parametric statistics, namely the two-tailed t-test with the help of the SPSS version 20 program at a significance level of 0.05. Based on the results of data analysis, it can be concluded that: (1) there are differences in the self-regulated learning of students in economic learning using a portfolio assessment model and without a portfolio assessment model, and (2) the effectiveness of using a portfolio assessment model on student self-regulated in economics learning is 0,31.