Penelitian ini mengkaji keterampilan berpikir matematis tingkat tinggi berdasarkan perbedaan gender (laki-laki dan perempuan) dan perbedaan status sekolah (swasta dan negeri). Subjek populasi penelitian ini yaitu seluruh siswa madrasah aliyah di Kota Yogyakarta. Subjek sampel pada penelitian ini ada sebanyak 83 orang siswa dari empat madrasah aliyah swasta dan satu madrasah aliyah negeri yang dipilih menggunakan teknik stratified sampling. Tes Keterampilan Berpikir Matematis Tingkat Tinggi menjadi instrumen pada penelitian ini. Analisis varians dua jalur menjadi teknis analisis data yang digunakan pada penelitian ini. Kesimpulan dari penelitian ini adalah keterampilan berpikir matematis tingkat tinggi siswa masih rendah. Penelitian ini juga menyimpulkan bahwa tidak terdapat perbedaan keterampilan berpikir matematis tingkat tinggi siswa madrasah aliyah swasta dan madrasah aliyah negeri siswa serta tidak terdapat perbedaan antara keterampilan berpikir matematis tingkat tinggi siswa laki-laki dan siswa perempuan. Kesimpulan lainnya adalah tidak adanya interaksi antara gender siswa dan status sekolah terhadap keterampilan berpikir matematis tingkat tinggi. Kata kunci: Gender; keterampilan berpikir matematis tingkat tinggi; status sekolah.

Online learning carried out during this pandemic has a great opportunity to influence students' attitudes and anxiety in learning mathematics, which in turn affects mathematics learning outcomes. This study aims to: (1) determine the effect of attitudes on mathematics learning outcomes, (2) determine the effect of mathematics anxiety on mathematics learning outcomes, and (3) determine simultaneously the effect of attitudes and mathematics anxiety on mathematics learning. results. The research was conducted at SMPN 2 Ambal, Kebumen, Central Java, in the 2020/2021 school year, when learning from home was carried out due to the Covid-19 pandemic. The population of this study was all seventh-grade students of SMP Negeri 2 Ambal. Sampling used cluster random sampling so that a sample of 70 was obtained. The instruments used were mid-semester assessment tests, attitude scales, and math anxiety scales. This scale has been validated empirically. The F test and t-test were carried out by starting with the classical assumption test, namely normality, multicollinearity, and heteroscedasticity tests. This study concludes: (1) there is a positive effect of attitudes on mathematics learning outcomes, (2) there is a negative influence of mathematics anxiety on mathematics learning outcomes, and (3) there is a simultaneous influence of attitudes and mathematics anxiety on mathematics learning outcomes.