<![CDATA[This study aimed to examine the relationship between executive function and students’ mathematics learning achievement on the topic of quadratic functions. The scope of the study encompassed three subdimensions of executive function, namely working memory, inhibition, and cognitive flexibility. A quantitative approach with a correlational design was employed, involving 48 eleventh-grade students selected through simple random sampling. The research instruments consisted of an executive function questionnaire and an essay-based test on quadratic functions. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and Pearson and Spearman rank correlation analyses. The results indicated that all significance values exceeded 0.05, suggesting that there was no significant relationship between executive function—either overall or across its subdimensions—and students’ mathematics learning achievement. These finding indicates that improving students’ mathematics achievement in quadratic functions cannot rely solely on strengthening students’ executive functions; therefore, other factors such as instructional strategies, students’ interest and learning autonomy, as well as conceptual understanding, need to be taken into consideration.]]>
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