<![CDATA[This study aims to describe the perceptions and interest in learning mathematics among students of the Primary School Teacher Education (PGSD) program at the University of Riau. A descriptive quantitative approach was employed, involving 20 students as respondents. Data were collected using a Likert-scale questionnaire comprising 30 statements: 15 designed to measure perceptions of mathematics and 15 to measure interest in learning mathematics. The data were analyzed using descriptive statistics, specifically mean scores, standard deviations, and achievement percentages. The results indicate that students' perceptions of mathematics yielded a mean score of 51.65 (86.08% achievement), while their interest in learning mathematics yielded a mean score of 49.95 (83.25% achievement). These findings demonstrate that, overall, PGSD students hold positive perceptions and maintain a positive interest in learning mathematics. However, variations in individual scores suggest differences in students' experiences with and responses to mathematics. This study provides an initial overview of the state of PGSD students' perceptions and interest in learning mathematics, offering insights that can inform mathematics instruction in higher education.]]>
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