<![CDATA[This study aimed to examine the relationship between self-efficacy and mathematical problem-solving ability in the topic of sequences and series among Class XE students at MAN 1 Karanganyar. A quantitative approach with a correlational research design was employed in this study. The population consisted of 34 students from Class XE at MAN 1 Karanganyar, all of whom were selected as the sample using the total sampling technique. The research instruments included a self-efficacy questionnaire based on a Likert scale and a mathematical problem-solving test in the form of essay questions developed according to Polya’s problem-solving indicators. Data were analyzed using RStudio software through validity, reliability, Tetests. The correlation analysis revealed a correlation coefficient of 0.742 with a significance value of 0.000 < 0.05, indicating a positive and significant relationship between self-efficacy and students’ mathematical problem-solving ability. The findings further showed that students with higher self-efficacy tended to demonstrate better performance in understanding problems, formulating solution strategies, implementing problem-solving procedures, and reviewing their answers. This study is expected to provide a theoretical contribution to the development of research on affective factors in mathematics education and a practical contribution for teachers in designing learning activities that enhance both students’ self-efficacy and mathematical problem-solving ability.]]>
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