<![CDATA[This study aims to determine the relationship between self-efficacy and the learning difficulties experienced by Grade XI students at SMAN 1 Telaga regarding Higher Order Thinking Skills (HOTS) in the context of the "Cell" topic. Learning difficulties in this study are indicated by students' performance on HOTS tasks, which encompass the abilities to analyze (C4), evaluate (C5), and create (C6). The study employs a quantitative approach using a correlational method. The population consisted of 312 Grade XI students across 10 classes, with a sample of 34 students selected via cluster random sampling. Research instruments included a self-efficacy questionnaire and a HOTS test on the "Cell" topic. Data were analyzed using descriptive statistics and the Spearman Rank correlation test. The results indicate that student self-efficacy falls into the moderate category (67% average), while HOTS proficiency averaged 58%, indicating a moderate level of learning difficulty. The Spearman Rank test yielded a correlation coefficient of 0.387 with a significance value of 0.024 (p < 0.05). These results demonstrate a significant relationship between self-efficacy and learning difficulties regarding HOTS in the "Cell" topic. The findings suggest that students with higher self-efficacy tend to possess better HOTS capabilities, thereby experiencing fewer learning difficulties. However, the low strength of the relationship indicates that learning difficulties regarding HOTS are also influenced by factors other than self-efficacy.]]>
