<![CDATA[Penelitian ini bertujuan untuk menganalisis pengaruh self-efficacy matematis terhadap motivasi belajar matematika siswa melalui pendekatan Systematic Literature Review (SLR). Kajian dilakukan mengikuti alur PRISMA yang meliputi tahap identifikasi, penyaringan, penilaian kelayakan, dan inklusi artikel. Penelusuran literatur dilakukan melalui Scopus dan Google Scholar untuk publikasi tahun 2020–2025. Dari 259 artikel yang teridentifikasi, sebanyak 9 artikel memenuhi kriteria inklusi dan dianalisis lebih lanjut. Hasil sintesis menunjukkan bahwa self-efficacy matematis berperan positif dalam mendukung motivasi belajar matematika, baik secara langsung maupun melalui faktor seperti strategi belajar, keterlibatan, dan dukungan lingkungan belajar. Metode yang paling banyak digunakan adalah pendekatan kuantitatif dengan desain korelasional, sedangkan metode lainnya meliputi Structural Equation Modeling (SEM), classroom action research, eksperimen, profil motivasi, dan analisis Rasch. Ditinjau dari jenjang pendidikan, penelitian tersebar pada SD, SMP, SMA, SMK, dan pendidikan tinggi, dengan SD, SMP, dan pendidikan tinggi masing-masing ditemukan dalam dua artikel. Temuan ini menunjukkan perlunya penelitian lebih lanjut pada jenjang yang masih terbatas serta penggunaan desain penelitian yang lebih beragam. Kata kunci: Self-efficacy Matematis, Motivasi Belajar Matematika, Systematic Literature Review Abstract: This study aims to analyze the effect of mathematical self-efficacy on students’ mathematics learning motivation through a Systematic Literature Review (SLR). The review followed the PRISMA framework, consisting of identification, screening, eligibility assessment, and article inclusion stages. The literature search was conducted through Scopus and Google Scholar for publications from 2020 to 2025. Of the 259 articles initially identified, 9 articles met the inclusion criteria and were analyzed further. The synthesis indicates that mathematical self-efficacy plays a positive role in supporting mathematics learning motivation, both directly and through factors such as learning strategies, student engagement, and learning environment support. The most frequently used method was a quantitative correlational design, while other methods included Structural Equation Modeling (SEM), classroom action research, experimental design, motivational profiling, and Rasch analysis. In terms of educational level, the studies covered elementary school, junior high school, senior high school, vocational high school, and higher education, with elementary school, junior high school, and higher education each represented by two articles. These findings highlight the need for further research at less-studied educational levels and the use of more diverse research designs. Keywords: Mathematical Self-efficacy; Motivation to Learn Mathematics; Systematic Literature Review]]>
