Abstract
The purpose of this study was to influence changes in student self-efficacy mathematics in inclusion classroom through realistic mathematics education. Student activity in inclusion class in learning has been designed in hypothetical learning trajectory, using research design stage, measurement of student self-efficacy, improvement in inclusion classroom through questionnaire, interview and observation to find the factors influencing self-efficacy, to see the characteristics of students in inclusion classroom which has high and low self-efficacy and see the average score of self-efficacy of students in each trial through 3 dimensions classified by bandura that is, level, strength and generally, the results obtained in this study is self-efficacy influenced by Culture, level of tasks assigned, external Intensive, Role in the environment and Information about Self-Esteem that determines trust in themselves.
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