<![CDATA[Purpose: This study examined the relationship between whole-number sense and mathematics self-efficacy among Grade IV students in an Integrated Islamic Elementary School (Sekolah Dasar Islam Terpadu, SDIT). It addressed the limited evidence regarding whether students' confidence in mathematics is associated with their foundational numerical competence. Method: A quantitative correlational design was employed involving 126 Grade IV students selected through total sampling. Whole-number sense was measured using a researcher-developed test, while mathematics self-efficacy was assessed through a validated questionnaire. Data were analyzed using descriptive statistics and Spearman's rank-order correlation. Findings: The analysis revealed no statistically significant relationship between whole-number sense and mathematics self-efficacy. These findings indicate that students' confidence in solving mathematical problems was not directly associated with their conceptual understanding of whole numbers in the present sample. Significance: This study extends previous research by examining mathematics self-efficacy in relation to whole-number sense rather than general mathematics achievement. The findings contribute to a more nuanced understanding of the relationship between cognitive and affective dimensions of mathematics learning and suggest that conceptual numerical competence and mathematics self-efficacy should be fostered through complementary instructional approaches in elementary education.]]>
