<![CDATA[Self-confidence is a crucial aspect of the learning process, as it relates to students' willingness to participate, communicate, and engage in learning activities. This study aimed to identify the factors that support or hinder students' self-confidence and to examine the relationship between self-confidence and student engagement in learning. A descriptive qualitative approach was employed, involving 26 ninth-grade students from classes IX A and IX D at SMP Advent Unklab. Data were collected through direct observation during Visual Arts lessons and brief post-lesson interviews, followed by thematic analysis. The findings indicate that praise and positive feedback from the teacher, group work, and art activities that allow for creativity can boost students' self-confidence. Conversely, the fear of making mistakes, unsupportive teacher responses, and the tendency to compare oneself with peers perceived as more capable can undermine self-confidence and hinder participation. Students with higher self-confidence appeared more active in asking questions, expressing opinions, engaging in discussions, and seeking solutions when facing difficulties. The study concludes that self-confidence develops through learning experiences that provide support, opportunities for participation, and space for students to cultivate their potential. Therefore, it is recommended that teachers and schools create a learning environment that is safe, positive, and appreciative of students' efforts. Future research could involve a wider range of classes, subjects, observation periods, and data sources to obtain a more comprehensive overview]]>
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