Penelitian ini bertujuan untuk mengeksplorasi self-confidence siswa SMP dalam pembelajaran matematika, sebagai faktor afektif yang memengaruhi partisipasi, motivasi, dan kemampuan pemecahan masalah. Sebagian besar penelitian sebelumnya menggunakan pendekatan kuantitatif, sehingga belum banyak mengungkap bagaimana self-confidence tercermin dalam perilaku nyata di kelas. Dengan pendekatan kualitatif deskriptif, data dikumpulkan dari 32 siswa kelas VIII di salah satu SMP negeri di Garut melalui angket skala sikap dan wawancara semi-terstruktur. Empat indikator yang dikaji yaitu keyakinan terhadap kemampuan diri, kemandirian, konsep diri positif, dan keberanian mengemukakan pendapat. Hasil menunjukkan bahwa self-confidence siswa tergolong kuat (71%), dengan skor tertinggi pada konsep diri positif (77%) dan terendah pada kemandirian (66%). Namun, wawancara menunjukkan bahwa siswa masih ragu dalam mengungkapkan pendapat dan mengambil keputusan. Penelitian ini merekomendasikan lingkungan kelas yang suportif agar siswa dapat mengekspresikan kepercayaan dirinya secara konsisten. This study examines junior high school students’ self-confidence in mathematics learning, a key affective factor influencing their participation, motivation, and problem-solving abilities. Most previous studies have used quantitative methods, leaving a gap in understanding how self-confidence manifests in real classroom behaviour. Using a descriptive qualitative design, data were collected from 32 eighth-grade students at a public school in Garut, Indonesia, through attitude scale questionnaires and semi-structured interviews. Four indicators were examined: belief in one’s abilities, independence, positive self-concept, and courage to express opinions. Results showed students’ self-confidence was generally strong (71%), with the highest score in positive self-concept (77%) and the lowest in independence (66%). However, interviews revealed that students often hesitated to express their opinions and make decisions. These findings suggest a gap between self-perception and behaviour. The study recommends creating supportive classroom environments to help students consistently demonstrate their confidence.
Muqopi et al. (Wed,) studied this question.