Managing Students Mathematical Anxiety trough a Bugis-Makassar Culture-Based Learning Model

This article is a literature review that is presented descriptively. The purpose of this study is to illustrate how to manage students' anxiety towards mathematics (math-anxiety) through learning models based on Bugis-Makassar Culture (BMC). The correct management of students' math-anxiety by the teacher can have a positive impact on student learning outcomes, while unprofessional management can increase student math-anxiety. One of the steps that can be taken by the teacher to reduce students' math-anxiety is to use a mathematical learning model based on the BMC in mathematics learning. There are 4 phases, namely; (1) information, motivation, and apperceptions; (2) construction of mathematical concepts and principles through discussion; (3) group presentation; and (4) classical presentation. There are 4 aspects in BMC which can be implemented in the learning activity, namely siri', abbulo sibatang, sipakatau, and pacce. These four aspects that are implemented in this learning activity aimed reducing students' math-anxiety.