<![CDATA[This study aims to investigate the relationship between students' mathematical representation ability and their self-efficacy in learning mathematics. The research employed a quantitative correlational approach with an ex-post facto design. The participants were 31 tenth-grade students from the Software Engineering class at SMK AL-HIKMAH, Garut, during the 2024/2025 academic year. The instruments used were a mathematical representation ability test and a self-efficacy questionnaire. Normality tests confirmed that the data were normally distributed, allowing further analysis using Pearson correlation. The results showed a correlation coefficient of 0.148 with a significance value of 0.426 (p > 0.05), indicating no significant relationship between students’ self-efficacy and their mathematical representation ability. These findings suggest that while self-efficacy is an important affective factor, it does not yet show a clear influence on students' mathematical representation skills. Therefore, efforts to improve self-efficacy should be accompanied by contextual learning strategies that directly train mathematical representation skills.]]>
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