<![CDATA[This study was motivated by the low level of mathematical conceptual understanding among inclusive elementary school students and the importance of psychological factors in supporting academic achievement. Self-efficacy is considered an internal determinant influencing students’ confidence in completing academic tasks. This study aimed to analyze the effect of self-efficacy on students’ mathematical conceptual understanding in inclusive elementary schools in Cluster III Kasihan Bantul. The research employed a quantitative correlational design. Th.e sample consisted of 115 fifth-grade students selected from a population of 158 students using the Isaac and Michael table at a 5% significance level. Data were collected using a self-efficacy questionnaire and a mathematical conceptual understanding test, both of which were validated and reliable. The data were analyzed using simple linear regression with SPSS. The results revealed a correlation coefficient (R) of 0.196 with a significance value of 0.036 (<0.05) and a coefficient of determination (R²) of 0.038. These findings indicate that self-efficacy has a positive and significant effect on mathematical conceptual understanding, contributing 3.8%, while 96.2% is influenced by other factors outside the research model. The findings suggest that strengthening students’ self-efficacy should be considered in mathematics learning within inclusive education settings]]>
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