<![CDATA[Primary Teacher Education (PGSD) students continue to struggle with mastering fundamental mathematical concepts and are prone to math anxiety, which can hinder problem-solving abilities and negatively impact learning outcomes. This study aims to describe the level of academic buoyancy among PGSD students at Campus VI of Universitas Negeri Makassar. A quantitative approach with a descriptive design was employed. The sample consisted of 115 students from the Class of 2025 who had enrolled in the "Basic Mathematical Concepts" course, selected via simple random sampling. The results reveal that the academic buoyancy level of these prospective primary school teachers falls into the moderate category, with a mean score of 75.40. Furthermore, academic buoyancy levels varied across the measured dimensions: the commitment dimension (mean score 22.8) fell into the high category; the composure dimension (mean score 14.53) was moderate; the confidence dimension (mean score 15.30) was high; the coordination dimension (mean score 7.26) was moderate; and the self-control dimension (mean score 13.06) was high. Based on these findings, it is recommended that lecturers create a supportive learning environment and implement collaborative learning and scaffolded problem-solving strategies to strengthen students' composure and coordination, as well as to examine the relationships between academic buoyancy, math anxiety, and academic achievement in the Basic Mathematical Concepts course.]]>
