<![CDATA[T This study aims to explore students’ psychological experiences in mathematics learning and to understand how to understand how assessment practices influence students’ learning experiences and meaningful learning. The study employed a qualitative method with a phenomenological approach at SMP Muhammadiyah Pinrang. Participants were selected through purposive sampling, consisting of three eighth-grade students and one mathematics teacher as a key informant. Data were collected through semi-structured interviews, naturalistic observation, and documentation. Data analysis was conducted phenomenologically by repeatedly reading interview transcripts, identifying meaning units, grouping them into essential themes, and interpreting the meaning of participants’ experiences. The findings revealed four essential themes: (1) mathematics anxiety and fear of making mistakes, (2) fluctuating learning motivation, (3) meaningful learning through conceptual and contextual connections, and (4) implicit humanistic assessment practices through teacher support. The findings indicate that mathematics learning is not only related to cognitive aspects but also closely associated with students’ psychological conditions. Meaningful learning tends to emerge when students can connect mathematical concepts with prior knowledge and real-life experiences, while supportive teacher responses contribute positively to students’ emotional experiences in learning mathematics. However, humanistic assessment practices have not yet been implemented systematically and remain limited to informal teacher support. This study is expected to contribute to the development of more empathetic and process-oriented assessment practices in mathematics learning.]]>
