This study investigates the impact of implementing guided experiments in basic electronics practicum simulation on student engagement and motivation, with particular attention to the role of self-regulation. While guided experiments have been extensively utilized in laboratory learning, prior research has predominantly concentrated on academic outcomes, overlooking the aspects of student engagement, motivation, and self-regulation. The study used Posttest-Only Design on 76 students, with MANCOVA analysis. The results showed that self-regulation had a significant effect on student engagement [F (1, 73) = 45.147; p = 0.000; [partial eta-squared] = 0.385] and motivation [F (1, 73) = 201.644; p = 0.000; [partial eta-squared] = 0.737]. However, guided experiments did not have a significant effect on engagement [F (2, 73) = 0.039; p = 0.962; [partial eta-squared] = 0.001] and student motivation [F (2, 73) = 0.101; p = 0.904; [partial eta-squared] = 0.003]. This conclusion confirms that self-regulation is a key factor in increasing student engagement and motivation, while the guided experiment method does not provide a significant impact. The implications of this study encourage the strengthening of student self-regulation in laboratory learning design to be more effective.