<![CDATA[This research is an analytical observational research method with a quantitative design and the method for collecting research data is a Cross Sectional Study, in this case to determine the relationship between the independent variables (Self Confidence and Self Esteem) and the dependent variable (Objective Structured Clinical Examination scores). The data taken is primary data to measure the level of Self-Confidence and Self-Esteem and secondary data to determine the results of the Objective Structured Clinical Examination (OSCE) scores. The research sample consisted of 73 students selected through purposive sampling. Research Results: A total of (91.8%) had high self-confidence, (8.2%) of respondents who had moderate self-confidence were in the high category. The OSCE score is obtained in the Skilled category A – (A-) (85-100). Spearman correlation test results show there is no relationship between self-confidence and OSCE score results (p-value = 0.137). A total of (91.8%) have high self-esteem, (6.8%) are in the medium category, (1.4) are in the low self-esteem category. The OSCE score is obtained in the Skilled category A – (A-) (85-100). The results of the Spearman correlation test show that there is a relationship between self-esteem and OSCE score results (p-value = 0.035).Self-confidence is a supporting factor, not the main one. Self-confidence may play a greater role in mental readiness or anxiety reduction, but is not a direct determinant of OSCE scores. Where the complexity of the Determining Factors for OSCE scores is a complex and multidimensional assessment, so self-confidence is only one of many factors that can influence OSCE scores. Self-esteem can play an important role in influencing learning outcomes, and OSCE scores. Apart from feeling self-confident, students must also have self-esteem so that students have great motivation in carrying out the learning process and have a positive impact on the learning outcomes obtained.]]>
