<![CDATA[This study examines the correlation between time management, anxiety levels, and students' mathematics learning achievement. The background of the problem shows that students have good learning time management, but have high levels of anxiety in learning mathematics. However, there is a unique phenomenon in that students' mathematics learning achievement is also relatively high. The purpose of this study is to analyze the simultaneous relationship between variables using a quantitative approach. The sample consisted of 32 eighth-grade students from MTSN 2 LabuhanBatu, selected using purposive sampling. Data were collected through questionnaires on time management, student anxiety, and students' latest mathematics test scores. Data analysis was performed using the partial test (T-test) and ANOVA test using SPSS version 27. The results showed that time management had a positive and significant correlation with learning achievement, with a test result of 3.215, a t-table of 2.042 (calculated t > t-table), and a significant value of 0.003 < 0.05. Anxiety had a positive and significant correlation with learning achievement, with a test result of 2.479, t table 2.042 (t count > t table), with a significant value of 0.020< 0.05, and Time Management and Anxiety have a positive and significant effect on Learning Achievement with a research result where the f calculation value is greater than the f table value (89.874>3.32) with a significant value of 0.000<0.005. Conclusion: Students with good learning time management and anxiety levels. The conclusion is that students with good study time management and high levels of math anxiety become motivators who encourage students to study hard and improve their performance.]]>
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