<![CDATA[Learning interest is widely recognized as a crucial factor influencing elementary school students' achievement in Mathematics, as low levels of interest may limit students' engagement during learning activities and ultimately affect their academic performance. Therefore, understanding the factors that influence students' interest in learning Mathematics and its contribution to learning outcomes is essential. This study aims to analyze the factors affecting students' interest in learning Mathematics and to examine its relationship with Mathematics achievement among elementary school students. The study employed a Systematic Literature Review (SLR) method based on the PRISMA framework, encompassing the stages of identification, screening, eligibility assessment, and synthesis of relevant studies. Articles were collected from Google Scholar, Garuda, ERIC, and ScienceDirect using keywords associated with the topic, and selected according to predetermined inclusion and exclusion criteria. The findings indicate that students' interest in learning Mathematics is shaped by both internal and external factors. Internal factors include learning motivation, self-efficacy, prior knowledge, attitudes toward Mathematics, and psychological conditions, whereas external factors comprise teachers' instructional practices, learning media, teaching models, family support, and the school environment. Furthermore, the review demonstrates that learning interest has a positive and significant relationship with students' Mathematics achievement, suggesting that students with stronger learning interest tend to attain higher academic performance. These findings provide valuable insights for teachers and educational practitioners in designing instructional strategies that can enhance students' interest and improve Mathematics learning outcomes at the elementary school level.]]>
