The Relationship between Self-Confidence and Analytical Thinking Skills of Fifth-Grade Elementary School Students Regarding Two-Dimensional Shapes

Although self-confidence and analytical thinking are both essential to higher-order learning, limited research has examined their relationship in elementary mathematics, particularly in the context of two-dimensional shapes. This study aimed to determine the relationship between self-confidence and analytical thinking skills among fifth-grade students at SDN 86 Singkawang during mathematics learning on two-dimensional shapes. A quantitative correlational design was employed, involving 54 students selected through total sampling. Data were collected using a self-confidence questionnaire and an essay test measuring analytical thinking skills. The instruments were subjected to validity testing before administration, and the data were analyzed using descriptive statistics, the Kolmogorov–Smirnov normality test, Spearman’s rank correlation, and the coefficient of determination with SPSS version 17. The findings indicate that students’ self-confidence was in the high category, with a mean score of 41.45, whereas their analytical thinking skills were in the moderate category, with a mean percentage of 55.66%. Spearman’s rank analysis demonstrated a positive and statistically significant relationship between self-confidence and analytical thinking skills (r = .416, p = .002), indicating that students with higher self-confidence tended to demonstrate stronger analytical thinking skills. The study concludes that self-confidence is moderately associated with the development of analytical thinking in elementary mathematics. These findings extend the literature on the relationship between affective and cognitive dimensions of mathematics learning and are consistent with Bandura’s theoretical proposition that beliefs in personal capability influence cognitive performance. Practically, the results suggest that teachers should cultivate supportive learning environments through discussion, collaboration, and problem-based activities that strengthen students’ confidence and analytical engagement. Further research should involve larger and more diverse samples and examine additional variables, including learning motivation, learning styles, and instructional models.