<![CDATA[This study aims to determine the relationship between the habit of taking math notes and the ability to recall formulas among ninth-grade junior high school students. The study employed a quantitative method with a correlational design. The sample consisted of 28 students selected using random sampling. Data on note-taking habits were collected through a 20-item Likert scale questionnaire, while the ability to recall formulas was measured using multiple-choice and short-answer tests, each consisting of 10 items. Data analysis included descriptive statistics, normality tests, linearity tests, and correlation tests. The results showed that students’ note-taking habits fell into the moderate category with a mean of 71.32. The ability to recall formulas on the multiple-choice test was in the moderate category with a mean of 3.39, while recall ability on the short-answer test was classified as low with a mean of 0.89. The composite score fell into the moderate category with an average of 4.29. The results of the correlation test showed that note-taking habits had a positive but very weak relationship with the ability to recall formulas (ρ = 0.260) and were not statistically significant. These findings indicate that note-taking alone is not yet sufficient to improve students’ ability to recall mathematical formulas]]>
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