<![CDATA[This research aims to know the effect of tutoring service on students' self-confidence and mathematics learning achievement. This research uses a quantitative approach with a causal-comparative method (ex post facto). The population is all grade 9 students. The sample uses saturation sample of 51 students (17 students in the tutoring group and 34 students in the non-tutoring group). The instruments are a self-confidence questionnaire with 17 items and a mathematics achievement test. The test has four essay questions about the volume of prisms and pyramids, and probability. The data analysis uses the independent sample t-test. The results show that tutoring service has a significant effect on self-confidence (p = 0.000; average: tutoring = 56.235 [82.70%], non-tutoring = 47.294 [69.55%]; effect size d = 1.934, large category). Also, tutoring service has a significant effect on mathematics learning achievement (p = 0.037; average: tutoring = 76.941 [76.94%], non-tutoring = 61.880 [61.88%]; effect size d = 0.651, medium category). In conclusion, tutoring service affects students' self-confidence and mathematics learning achievement.]]>
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