Penelitian ini bertujuan untuk mendeskripsikan tingkat kesiapan mengajar matematika mahasiswa pgsd ubt jika ditinjau dari self- efficacy. metode yang digunakan dalam penelitian ini ialah kuantitatif deskriptif. populasi pada penelitian ini adalah mahasiswa aktif pgsd ubt yang telah melaksanakan pengenalan lapangan persekolahan (plp). sampel dalam penelitian ini berjumlah 63 mahasiswa yang diambil menggunakan teknik purposive sampling. instrumen pengumpulan data yang digunakan berupa angket self-efficacy dan pedoman wawancara. berdasarkan analisis data, hasil penelitian dan pembahasan, menunjukkan self-efficacy mahasiswa berada pada kategori rendah sebesar 9,52%, kategori sedang sebesar 80,95%, dan kategori tinggi sebesar 9,52%. dapat disimpulkan bahwa self-efficacy mahasisa pgsd ubt dalam mengajar matematika berada pada kategori sedang yakni 80,95%. beberapa temuan tambahan menunjukkan bahwa self-efficacy mahasiswa dapat dilihat dari tingkat penguasaan materi matematika, pengalaman mengajar matematika di sekolah dasar, keterampilan menjelaskan, keterampilan pengelolaan kelas, keterampilan mengadakan variasi, persepsi mahasiswa terhadap matematika, kemampuan menjawab pertanyaan, dan kemampuan berinovasi. kata kunci: kesiapan mengajar, matematika, self-efficacy

This study aimed to describe the readiness to teach mathematics of pgsd ubt students in terms of self-efficacy. descriptive quantitative research method was applied in this study. the population in this study were active students of pgsd ubt who had carried out the introduction to the school field (plp). the sample in this study amounted to 63 students who were taken using purposive sampling technique. interview and self- efficacy surveys were employed as the data gathering instruments. the findings indicated that student self-efficacy was distributed among three categories: low (9.52%), medium (80.95%), and high (9.52%). the self- efficacy of pgsd ubt student in teaching mathematics was found to be in the median range, or 80.95 percent. some additional findings revealed that students' self-efficacy could be determined by their grasp of the subject matter, their experience instruction math in elementary schools, their ability to explain concepts, manage their classroom, plan and carry out experiments, their perceptions of math, their capacity for problem-solving, and their capacity for innovation. key words: teaching readiness, mathematics, self-efficacy