<![CDATA[Algebraic thinking ability and mathematical resilience are two essential elements that support each other in the mathematics learning process. This study aims to determine the relationship between students' algebraic thinking ability and their mathematical resilience. A quantitative correlational method with a cross-sectional design was employed. The population included all seventh-grade students at MTs Al-Musthofa Garut, with a sample of 30 students selected through purposive sampling. Research instruments consisted of an algebraic thinking ability test based on Lew (2004) indicators and a mathematical resilience questionnaire based on Sumarmo (2015) indicators. The validity of both instruments was verified through content and face validity by expert judgment from mathematics teachers, while reliability was calculated using Cronbach’s Alpha coefficients, yielding coefficient reliability 0.700 for the algebraic thinking test and coefficient reliability 0.832 for the mathematical resilience questionnaire. Data were collected in a single classroom session and analyzed using Spearman's correlation as the data were not normally distributed. The results showed a positive and significant relationship between algebraic thinking ability and mathematical resilience, with a correlation coefficient of 0.571 and a significance value of 0.001. These findings indicate that a higher level of algebraic thinking ability corresponds to a higher level of mathematical resilience. Practically, this study confirms that strengthening algebraic thinking skills through gradual and systematic practice can be an effective strategy to enhance students' resilience in learning mathematics.]]>
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