______________________________________________________________ DOI: https://doi.org/10.33258/birle.v3i4.1343 1759 Contribution of Mathematical Anxiety, Learning Motivation and Self-Confidence to Student’s Mathematical Problem Solving Irhamna 1 , Zul Amry 2 , Hermawan Syahputra 3 1 Postgraduate Program in Mathematics Education Department, Universitas Negeri Medan, Indonesia 2,3 Universitas Negeri Medan, Indonesia iamna94@yahoo.com I. Introduction Mathematics is a universal science. Mathematics is also seen as the queen of science. Ruseffendi (2010) said that "mathematics is not only a tool for mathematics itself, but many concepts that are indispensable for other sciences, such as chemistry, physics, biology, engineering and pharmacy". Sakirudeen & Sanni (2017) also said that “Mathematics is the cradle of all creations, without which the world cannot move an inch. Be it a cook or a farmer, a carpenter or a mechanic, a shopkeeper or a doctor, an engineer or a scientist, a musician or a magician, everyone needs mathematics in their day-to-day lift” e. This shows that mathematics has become a part of our daily lives. Given the important role of mathematics in everyday life, mathematics learning should be given more attention. Learning in schools continues to develop in accordance with the times where the hope of learning mathematics can optimally develop students' Abstract The objectives of this study are to: (1) Analyze whether there is a contribution of mathematics anxiety, learning motivation and self- confidence to the ability to solve mathematical problems simultaneously, (2) Analyze whether there is a contribution of mathematics anxiety, learning motivation and self-confidence to the partial mathematical problem solving ability, (3) To analyze how big the contribution of mathematics anxiety, learning motivation and self-confidence to mathematical problem solving abilities simultaneously, (4) Analyze how much the contribution of mathematics anxiety, learning motivation and self-confidence to the partial mathematical problem solving abilit, (2) math anxiety questionnaire, (3) learning motivation questionnaire, (4) self- confidence questionnaire. Data analysis was performed by multiple linear regression analysis. The results showed: (1) There is a contribution to mathematics anxiety, learning motivation, and self- confidence to the ability to solve mathematical problems simultaneously, (2) There is a contribution to mathematics anxiety, learning motivation, and self-confidence to the ability to solve mathematical problems partially, (3) Mathematical anxiety, learning motivation and self-confidence contributed 26% to the ability to solve mathematical problems simultaneously, (4) Mathematical anxiety contributed 8.5% to mathematical problem solving abilities, learning motivation contributed 15.8% to mathematical problem solving abilities and self-confidence contributed 16.7% to mathematical problem solving abilities. Keywords mathematical anxiety; learning motivation; self confidence; mathematical problem solving ability