Background: Self directed learning is an independent learning process whereby learners can determine their own learning needs independently. Individuals are able to determine learning needs, learning objectives, learning resources, learning strategies and assessing learning outcomes. The ability of self directed learning is needed in PBL learning method (problem based learning). One of the learning models used in PBL is tutorial. Student activity in the process of tutorial is an absolute requirement for the achievement of optimal learning outcomes. Efforts in improving student activeness in the tutorial is a way to develop students' ability in self study or self directed learning, self directed learning ability of students is needed to keep learning and renew science. The purpose of this study to know how much influence self directed learning towards tutorial score in medical students of UMY. Method: The type of research in this study was non experimental with analytic observational research design using cross sectional approach, with stratified random sampling technique with a total sample of 229 students. The instrument used is self-Rating Scale for Self-Directedness in Learning (SRSSDL) by Fisher Instruments. Test analysis using simple linear regression test. Result: The results of this study show that there is no effect of SDL on the value of PSK student tutorials (p = 0,30) for the batch of 2014, (p = 0,53) for the batch of 2015 and (p = 0,07) for the batch of 2016.It shows that there is no effect of SDL towards tutorial score in medical students of UMY. Conclusion: There is no impact of SDL (Self Directed Learning) towards tutorial score in medical students of UMY