<![CDATA[Mathematics anxiety is one of the psychological factors that can affect students’ mathematics achievement. Students who experience high levels of mathematics anxiety tend to have low confidence, difficulty concentrating, and weak problem-solving abilities during mathematics learning. This study aims to analyze the influence of mathematics anxiety on students’ mathematics achievement through a Systematic Literature Review (SLR). The study employed the PRISMA approach consisting of identification, screening, eligibility, and inclusion stages. Articles were collected from several databases, including Google Scholar, Scopus, ERIC, SINTA, and DOAJ using keywords related to mathematics anxiety and mathematics achievement. The findings indicate that mathematics anxiety has a significant negative effect on students’ learning achievement. Internal factors such as self-efficacy, motivation, and confidence, as well as external factors such as learning environment and teaching methods, contribute to mathematics anxiety. Furthermore, collaborative and student-centered learning strategies are considered effective in reducing mathematics anxiety and improving students’ mathematics achievement. Therefore, teachers need to create supportive, interactive, and enjoyable learning environments to minimize mathematics anxiety in mathematics learning. ]]>
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