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Improving self-efficacy in the learning process of Mathematics is very important as the key to success in learning Mathematics. Self-efficacy in learning mathematics is a belief in one's ability to solve mathematical problems. Many studies have been conducted on the relationship between self-efficacy and students' mathematics learning ability in Indonesia. However, there are different representations or conclusions regarding the results of this study. Therefore, this study aims to examine the relationship of self-efficacy to students' mathematics learning ability in Indonesia using a meta-analysis approach. This study analyzed 40 research publications in national and international journals that were screened with certain eligibility criteria. The effect size in this study was determined by an acceptable 95% confidence level. To support the accuracy of the calculations used JASP software. The results of the study found that the effect size value generated by using the random-effect model estimation in the research analyzed was (M* = 0.65) with the lower limit of the confidence interval (LLM* = 0.51) and the upper limit of the confidence interval (ULM* = 0.80). This correlation measure is included in the strong category. These findings indicate that there is a positive and significant relationship between self-efficacy and students' mathematics learning ability in Indonesia. This means that the higher the self-efficacy, the higher the mathematical ability, and the lower the self-efficacy, the lower the mathematical ability. These findings will provide a solid theoretical foundation to improve students' mathematical achievement in the future.

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Until now, many studies have been conducted on the correlation between emotional intelligence and mathematics achievement in Indonesia. However, there are different representations or conclusions regarding the results of the study. Therefore, this study aims to thoroughly investigate the effect of emotional intelligence and mathematics achievement on students in Indonesia and to detect the level of variation between studies using a meta-analysis approach. This study analyzed 36 primary studies with a sample of 2474 published in journals and campus repositories and filtered with certain eligibility criteria. To support the accuracy of the analysis results, JASP software is used. The results of the study found that the combined effect size value generated using the random-effect model estimation was (M = 0.65) with a standard error of (SEM = 0.07). This effect size belongs to the large effect category. Analysis of the study's level of variation was carried out by considering four moderator variables. The results of the analysis of moderator variables found that there were significant differences in the education level group (Qb = 62.94; p<0.05). Meanwhile, there was no difference in the publication type group (Qb = 0.64; p>0.05). and year of publication group (Qb = 4.16; p>0.05). These findings provide a strong theoretical foundation to improve students' mathematical achievement in the future.

Meta-Analysis : The Correlation between Emotional Intelligence and Academic Achievement. Until now, there have been many studies related to the relationship between emotional intelligence and academic achievement; However, there are different representations or conclusions regarding the research results. Therefore, this study aims to thoroughly determine the effect of emotional intelligence and academic achievement using a meta-analysis approach. This study analyzed 20 Scupus indexed studies with a sample of 5737 people. To support the accuracy of the analysis results, JASP software is used. The results of the study found that the combined effect size values generated using the random-effect model estimation were (M=0.29) with a standard error (SEM=0.08). This effect size belongs to the small effect category. These findings provide a solid theoretical foundation to improve students' academic achievement in the future.