<![CDATA[Mathematics anxiety is one of the psychological factors that can influence students’ engagement, confidence, and performance in mathematics learning. Learning approaches that are contextual, interactive, and connected to students’ real-life experiences are therefore needed to create a more supportive mathematics learning environment. This study aims to describe students’ mathematics anxiety through the implementation of meaningful learning using role-playing activities. This research employed a descriptive qualitative approach integrated with Classroom Action Research (CAR), which was conducted through several cycles consisting of planning, action, observation, and reflection. The subjects were seventh-grade students at a junior high school in Blitar Regency. Data were collected through classroom observations, mathematics anxiety questionnaires, student responses, and learning achievement tests. The data were analyzed descriptively by comparing students’ participation, attitudes, confidence, and responses across the learning cycles. The findings indicate that the implementation of meaningful learning through role-playing created a more active, contextual, enjoyable, and interactive mathematics learning environment. Students became more actively involved in learning activities, demonstrated greater willingness to participate in mathematical discussions, and showed more positive attitudes toward mathematics. The results also indicate a decrease in observable manifestations of mathematics anxiety, particularly in students’ hesitation, fear of making mistakes, reluctance to participate, and lack of confidence when solving mathematical problems. The integration of meaningful learning and role-playing enabled students to connect mathematical concepts with concrete situations and social interactions, thereby making mathematics learning more meaningful and less threatening. These findings suggest that role-playing-based meaningful learning can be considered an alternative pedagogical strategy for addressing mathematics anxiety while simultaneously promoting student engagement and confidence in mathematics learning.]]>
