<![CDATA[Abstrak: Rendahnya konsentrasi dan resiliensi dalam belajar matematika mempengaruh keberhasilan siswa memecahkan masalah matematika. Penelitian ini bertujuan mendeskripsikan korelasi antara konsentrasi dan resiliensi belajar dengan kemampuan pemecahan masalah matematika, baik secara parsial maupun bersama. Metode penelitian yang digunakan metode deskriptif kuantitatif dengan jenis penelitian korelasional. Populasi penelitian berjumlah 172, dan untuk sampel berjumlah 134 siswa yang dipilih dengan teknik cluster random sampling. Instrumen penelitian berupa angket konsentrasi belajar (r11 = 0,92), angket resiliensi matematis (r11 = 0,90), dan tes kemampuan pemecahan masalah matematika yang ditelaah oleh tiga orang penilai dengan hasil telaah, semua butir soal dapat digunakan. Teknik analisis data mencakup analisis statistika deskriptif, uji asumsi normalitas dengan uji Kolmogorov-Smirnov, dan uji hipotesis menggunakan analisis korelasi product moment dan korelasi ganda. Hasil penelitian menunjukkan ada korelasi positif antara (1) konsentrasi belajar dan kemampuan pemecahan masalah matematika, (2) resiliensi matematis dengan kemampuan pemecahan masalah matematika, dan (3) secara bersama konsentrasi belajar dan relisiensi matematis dengan kemampuan pemecahan masalah matematika, pada taraf signifikan ∝ = 0,05. Berdasarkan hasil penelitian ini disarankan agar guru mengajak siswa berkonsentrasi dan memperkuat resiliensi dengan teknik-teknik ice breaking, saat menjelaskan materi tahap demi tahap dan memberikan motivasi pada saat yang tepat. Kata kunci: Konsentrasi Belajar; Resiliensi Matematis; Kemampuan Pemecahan Masalah Matematika Abstract: Low concentration and resilience in mathematics learning affect students' mathematical problem-solving success. This study aims to describe the correlation between concentration and learning resilience with mathematical problem-solving abilities, both partially and together. The research method used is a quantitative descriptive method with a correlational research type. The study population was 172, and the sample was 134 students selected using the cluster random sampling technique. The research instruments were a learning concentration questionnaire (r11 = 0.92), a mathematical resilience questionnaire (r11 = 0.90), and a mathematical problem-solving ability test reviewed by three assessors, with the results of the review, all questions can be used. Data analysis techniques include descriptive statistical analysis, normality assumption tests with the Kolmogorov-Smirnov test, and hypothesis testing using product-moment correlation analysis and multiple correlations. The results of the study showed that there was a positive correlation between (1) learning concentration and mathematical problem-solving ability, (2) mathematical resilience with mathematical problem-solving ability, and (3) learning concentration and mathematical resilience with mathematical problem-solving ability at a significant level of ∝ = 0.05. Based on the results of this study, it is recommended that teachers encourage students to concentrate and strengthen resilience with ice-breaking techniques, when explaining the material step by step, and providing motivation at the right time. Keywords: Learning Concentration; Mathematical Resilience; Mathematical Problem-Solving Ability ]]>
