This study aimed to determine the influence of student self-efficacy and parenting on student mathematics learning achievement. This research uses a quantitative approach, with a correlational design of expost facto research types. The data collection techniques in this study are questionnaires and documentation. The questionnaire sheets used in this study were divided into two, student self-efficacy and parenting. Documentation is used to obtain data on mathematics learning outcomes taken from Even Midterm Exam scores. Data analysis techniques use multiple regression tests. The results of the analysis showed that (1) There was a significant influence between student self-efficacy and student mathematics learning achievement of 0,61 (tcount=3,34 > ttable=1,7). (2) There is a significant influence between parenting and student mathematics learning achievement of 0,234 (tcount=2,19 > ttable=0,361). (3) There is a significant influence between student self-efficacy and parenting on student math learning achievement by 30% (F0=5,8 > Fα=3,35).

Topics
Students, Learning and learning models, Educational assessment, Regression analysis
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