<![CDATA[Mathematics anxiety (math anxiety) is one of the most dominant affective barriers affecting students’ learning processes and mathematics achievement. This systematic review comprehensively analyzes the impact of math anxiety on the academic performance of junior high and senior high school students based on primary empirical evidence published in the last five years (2022–2026). Using the Systematic Literature Review (SLR) approach and PRISMA 2020 protocol, 85 articles were identified from various international and national databases. After removing 27 duplicates, 58 articles were screened, 31 were assessed for full-text eligibility, and finally 24 articles met all inclusion criteria. The synthesis reveals a strong and consistent negative relationship between math anxiety and mathematics performance, with correlation coefficients ranging from r = −0.316 to −0.61. Trait anxiety predominantly affects difficult and adaptive tasks, while self-efficacy and working memory function as significant mediators and moderators. Contributing factors include previous negative learning experiences, classroom environmental pressure, and gender differences, with female students tending to experience higher levels of anxiety. Psychological impacts are reflected in avoidance behavior and reduced learning motivation, while cognitive impacts involve disruption of executive functions and working memory capacity. Interventions based on mindfulness, mastery learning, and study skills strategies have proven effective in mitigating these effects. These findings are further strengthened by local case studies in Indonesia showing that anxiety contributes 13.5 % to the decline in learning outcomes. This review underscores the urgency of early interventions at the junior and senior high school levels to support the implementation of the Merdeka Curriculum, which emphasizes deep conceptual understanding and problem-solving.]]>
