<![CDATA[Elementary mathematics learning in Madrasah Ibtidaiyah is often impeded by mathematics anxiety, which obstructs cognitive processing during basic arithmetic tasks. This study aims to evaluate the effectiveness of the Controlling Anxiety for Learning Mathematics (CALM) strategy in enhancing the numeracy skills of fifth-grade madrasah students. Utilizing a pre-experimental one-group pretest-posttest design, the investigation involved 20 fifth-grade students from an Islamic elementary school in Semarang Regency, Indonesia, selected through purposive sampling based on low baseline numeracy performance. Data were gathered through validated arithmetic tests and structured classroom observation rubrics, analyzed using descriptive statistics, the Shapiro-Wilk normality test, paired-sample t-test, and normalized gain (N-Gain) analysis via SPSS version 25. The findings revealed a statistically significant increase in students' mean numeracy scores from 30.75 in the pretest to 73.50 in the posttest ( , Cohen's ). The average N-Gain was 0.62, which was classified as moderate. Theoretically, the structured execution of CALM, incorporating relaxation, cognitive restructuring, systematic desensitization, and effective learning strategies, reinforces Social Cognitive Theory and Humanistic Learning Theory, substantiating that emotional stability is a vital prerequisite for elementary numeracy mastery.]]>
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