<![CDATA[Mathematical anxiety remains a major obstacle for junior high school students in learning mathematics. The present study applied a Systematic Literature Review (SLR) framework guided by the PRISMA approach to investigate the integration of cooperative learning and deep learning as a means of addressing mathematical anxiety. Searches were carried out across the Garuda and Google Scholar databases covering publications from 2020–2026, producing an initial pool of 129 articles, subsequently narrowed down to 6 studies that satisfied the inclusion criteria. The data were analyzed qualitatively using a narrative analysis technique by categorizing findings based on learning characteristics, the effects on mathematical anxiety, as well as the strengths and limitations of each approach. The results demonstrate that combining these two approaches fosters deeper learning by facilitating social interaction and consolidating conceptual understanding, which in turn contributes to alleviating students' mathematical anxiety. However, the practical implementation of this integration continues to encounter obstacles, most notably concerning instructional time allocation and the preparedness of both teachers and students. In light of these findings, the integration of cooperative learning and deep learning emerges as a viable and effective strategy for enhancing the quality of mathematics instruction while simultaneously mitigating students' mathematical anxiety.]]>
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