<![CDATA[Abstrak Dominasi penelitian kuantitatif sebelumnya telah berhasil memetakan korelasi antara self-efficacy dan hasil belajar, namun sering kali luput memotret dinamika psikologis internal siswa saat mengomunikasikan ide matematis. Penelitian ini bertujuan untuk mengeksplorasi secara mendalam bagaimana self-efficacy membentuk proses komunikasi matematis siswa SMP melalui pendekatan inkuiri naratif. Tiga siswa kelas VII dipilih secara purposive sebagai kasus unik (information-rich cases) untuk merepresentasikan tingkat self-efficacy tinggi, sedang, dan rendah. Hasil analisis lintas kasus mengungkap pola yang kompleks: siswa dengan self-efficacy tinggi (S1) menunjukkan konsistensi logis dan persistensi strategi; siswa dengan self-efficacy sedang (S2) mengalami ketidakselarasan (misalignment), di mana keberanian mencoba tidak ditopang oleh pemahaman konsep yang memadai sehingga memicu kesalahan strategi; sedangkan siswa dengan self-efficacy rendah (S3) menunjukkan mekanisme penghindaran tugas (avoidance behavior) akibat ketidakberdayaan. Kebaruan (novelty) penelitian ini terletak pada pengungkapan naratif bahwa self-efficacy bukan sekadar prediktor prestasi, melainkan berfungsi sebagai pemungkin (enabler) kognitif yang menentukan akses siswa terhadap potensinya. Temuan ini mengisi celah literatur kuantitatif dengan menjelaskan mengapa ketidakselarasan antara keyakinan dan kemampuan bisa terjadi. Kata kunci: Self-Efficacy, Komunikasi Matematis, Studi Naratif Abstract Previous quantitative studies have successfully mapped the correlation between self-efficacy and learning outcomes, yet often fail to capture students' internal psychological dynamics when communicating mathematical ideas. This study aims to explore in-depth how self-efficacy shapes junior high school students’ mathematical communication processes through a narrative inquiry approach. Three seventh-grade students were purposively selected as unique, information-rich cases to represent high, moderate, and low self-efficacy levels. Cross-case analysis reveals a complex pattern: students with high self-efficacy (S1) demonstrated logical consistency and strategic persistence; students with moderate self-efficacy (S2) experienced a misalignment, where the courage to attempt problems was not supported by adequate conceptual understanding, leading to strategic errors; meanwhile, students with low self-efficacy (S3) exhibited avoidance behavior due to learned helplessness. The novelty of this study lies in the narrative revelation that self-efficacy is not merely a predictor of achievement but functions as a cognitive enabler that determines students' access to their potential. These findings fill a gap in quantitative literature by explaining why a misalignment between belief and ability can occur. Keywords: Self-Efficacy, Mathematical Communication, Narrative Study]]>
