Kecemasan matematika merupakan respons emosional terhadap seluruh aktivitas matematis yang memengaruhi kemampuan matematis sampai psikologis siswa. Kecemasan ini dipengaruhi oleh beragam faktor seperti perspektif negatif terhadap matematika, pengalaman gagal dalam belajar matematika dan lainnya. Data penelitian disalah satu SMA Kristen di Tangerang menunjukkan siswa kelas X IPS mengalami kecemasan matematika. Diketahui siswa sulit berkonsentrasi, gelisah, tidak percaya diri, sakit kepala saat pembelajaran matematika. Kecemasan memengaruhi kepercayaan diri siswa dan menjadikan proses pembelajaran tidak optimal sehingga perlu untuk dikurangi. Pemilihan model REACT sebagai solusi atas permasalahan ini mengarah pada pembelajaran yang bervaritif, kontekstual dan kolaboratif. Adapun tujuan penulisan ini yakni untuk mengetahui penerapan model REACT dalam mengurangi kecemasan matematika siswa X IPS. Metode yang digunakan dalam penelitian adalah kualitatif deskriptif, dimana data dikumpulkan melalui angket. Diperoleh hasil bahwa tahapan dalam model REACT yakni relating, experiencing, applying, cooperating, dan transferring berhasil mengurangi kecemasan siswa kelas X IPS terhadap pembelajaran matematika. Selama penerapan model siswa terlihat berkonsentrasi saat belajar, berani bertanya serta hasil belajarnya pun meningkat. Penerapan model REACT dapat menjadi solusi bagi guru untuk mengelola kecemasan matematika sekaligus menuntun siswa menyadari identitasnya sebagai imago dei yang telah diperdamaikan dengan Allah dalam Yesus Kristus. Siswa dianugrahi kapasitas Ilahi untuk mengerjakan pekerjaan Allah. Bercermin dari penerapan model REACT, penulis menyarankan untuk mengenali karakteristik serta mengolaborasikan model REACT dengan sumber belajar lainnya./ Mathematical anxiety is an emotional response to the entire mathematical activity that affects students' mathematical to psychological abilities. This anxiety is influenced by a variety of factors such as negative perspectives on mathematics, experiences of failing in learning mathematics and others. Research data from one Christian high school in Tangerang shows that class X social studies students experience mathematical anxiety. It is known that students have difficulty concentrating, restless, insecure, have headaches when learning mathematics. Anxiety affects students' self-confidence and makes the learning process not optimal, so it needs to be reduced. The selection of the REACT model as a solution to this problem leads to varied, contextual and collaborative learning. The purpose of this writing is to find out the application of the REACT model in reducing mathematical anxiety of X social studies students. The method used in the research is descriptive qualitative, where data is collected through questionnaires. The results obtained that the stages in the REACT model, namely relating, experiencing, applying, cooperating, and transferring succeeded in reducing the anxiety of class X social studies students towards mathematics learning. During the application of the model, students are seen concentrating while studying, daring to ask questions and their learning outcomes also increase. The application of the REACT model can be a solution for teachers to manage mathematical anxiety while leading students to realize their identity as an imago dei who has been reconciled to God in Jesus Christ. Students are endowed with a Divine capacity to do God's work. Reflecting on the implementation of the REACT model, the authors suggest recognizing the characteristics as well as collaborating the REACT model with other learning resources.