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AbstractThe ability to solve mathematical problems has been an interesting research topic for several decades. Intuition is considered a part of higher-level thinking that can help improve mathematical problem-solving abilities. Although many studies have been conducted on mathematical problem-solving, research on intuition as a bridge in mathematical problem-solving is still limited. This research aims to provide a comprehensive overview of intuitive thinking in mathematics learning at the elementary, middle, high school, and college levels through the following questions: What is the role of intuitive thinking in solving mathematical problems? What is the process of intuitive thinking in solving mathematical problems? What steps are taken to improve mathematical problem-solving through intuitive thinking? What are the implications of intuitive thinking for mathematical learning? Additionally, this research reviews the literature related to intuition in mathematical problem-solving. The protocol used in this SLR is PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyzes). The results show that intuitive thinking can help improve mathematical problem-solving for topics such as number, geometry, algebra, functions, and calculus. The process of intuitive thinking is produced by 1students having high levels of confidence, 2justification not always being the same as an intuitive response, and 3students rejecting intuitive answers. This research can provide insights and input for educators, researchers, and education policymakers in developing better mathematics education. Future research can further explore intuition in mathematical problem-solving and develop effective learning models to improve mathematical problem-solving abilities through intuitive thinking.