<![CDATA[Students' ability to face difficulties in learning mathematics is not only determined by cognitive aspects, but is also influenced by affective dimensions, especially self-compassion which plays a role in managing emotions and adaptive responses to failure. This study aims to analyze the relationship between self-compassion and mathematical resilience in mathematics education students. This study used a quantitative approach with a correlational design on 40 participants selected through simple random sampling. Data were collected using a Likert scale questionnaire and analyzed through descriptive statistics and Spearman's correlation test. The results showed that the average self-compassion (M = 58.45; SD = 6.861) and mathematical resilience (M = 57.03; SD = 7.127) were in the moderate category. The correlation test showed a positive, strong, and significant relationship between the two variables (rₛ = 0.728; p = 0.000). These findings indicate that self-compassion plays an important role in strengthening students' mathematical resilience. Therefore, the development of self-compassion needs to be integrated into mathematics learning as a strategy to increase students' resilience in facing learning difficulties.]]>
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