<![CDATA[Abstrak Matematika merupakan fondasi krusial dalam mengembangkan kemampuan berpikir logis anak sekolah dasar. Namun, realitas di lapangan menunjukkan adanya learning loss numerasi pasca-pandemi, seperti yang ditemukan pada siswa kelas IV SD Pakandangan Sangra yang mengalami kesulitan mendalam dalam menyelesaikan soal cerita serta operasi hitung perkalian dan pembagian bersusun. Kegiatan pengabdian masyarakat ini bertujuan untuk menjembatani kesulitan belajar tersebut melalui program pendampingan bimbingan belajar yang sistematis serta pemanfaatan modul matematika adaptif. Metode pelaksanaan pengabdian dilakukan melalui empat tahapan utama: observasi dan pemetaan kemampuan awal (pre-test), penyusunan modul adaptif yang kontekstual-visual, pelaksanaan program pendampingan bimbingan belajar, dan evaluasi akhir (post-test). Hasil pengabdian menunjukkan adanya tren peningkatan persentase ketuntasan belajar siswa pada ketiga indikator utama numerasi dasar. Secara individual, efektivitas penggunaan modul adaptif ini sangat dipengaruhi oleh kesiapan belajar (readiness) dan tingkat literasi membaca masing-masing anak. Evaluasi berkala serta pendekatan personal terbukti mampu meminimalkan kesenjangan pemahaman tersebut. Program pendampingan ini berhasil meningkatkan motivasi dan kemampuan numerasi dasar siswa dari kondisi awal mereka sebelum pengabdian dilakukan. Kata Kunci: Bimbingan Belajar, Learning Loss, Modul Adaptif, Numerasi Dasar, Sekolah Dasar. Abstract Mathematics is a crucial foundation for developing logical thinking skills in elementary school children. However, the reality in the field shows a post-pandemic numeracy learning loss, as found in fourth-grade students at SD Pakandangan Sangra, who experienced profound difficulties in solving word problems as well as long multiplication and division operations. This community service activity aims to bridge these learning difficulties through a systematic tutoring assistance program and the utilization of adaptive mathematics modules. The implementation method was carried out through four main stages: observation and initial ability mapping (pre-test), development of contextual-visual adaptive modules, implementation of tutoring assistance programs, and final evaluation (post-test). The results of the service showed an increasing trend in the percentage of students' learning mastery in the three main indicators of basic numeracy. Individually, the effectiveness of using this adaptive module is strongly influenced by the learning readiness and reading literacy level of each child. Periodic evaluations and a personal approach proved capable of minimizing these understanding gaps. This mentoring program successfully increased students' motivation and basic numeracy skills from their initial conditions before the service was conducted. Keywords: Adaptive Module, Basic Numeracy, Elementary School, Learning Loss, Tutoring.]]>
