How diverse learning approaches relate to classroom problem-solving activities and academic self-efficacy

Problem-solving benefits are well established, yet the relationship between its activities and students' self-efficacy remains underexplored. This study examined the relationship between classroom problem-solving activities and academic self-efficacy across diverse learning approaches in Indonesia. Employed a quantitative approach with a survey research design, data from 458 high school students were analyzed using multiple linear regression. Results showed that investigating real-world problems significantly relationships all aspects of academic self-efficacy, particularly in differentiated learning. Engaging with others' real-world problems fostered the belief that "if others can, so can I," notably in multimedia, culturally responsive, and differentiated learning. However, multiple real-world challenges had no significant overall relationships, except in game-based learning for idea generation. Real-world problem-solving also helped students connect ideas, especially in culturally responsive and differentiated settings. Applying knowledge to solve real problems had a strong positive relation across all learning approaches. These findings highlight the importance of contextualized teaching strategies in strengthening academic self-efficacy and contribute to the limited research on problem-solving in education.