<![CDATA[Multiplication is one of the basic mathematics topics that requires visual and concrete learning support in lower elementary grades. Classroom observation during an independent teaching internship in a private elementary school in West Kalimantan showed that several Grade II A students still found it difficult to answer multiplication problems confidently, especially multiplication involving numbers 6 to 9. This study aims to describe: (1) the characteristics of a card-based multiplication table medium; (2) the steps for using the medium in mathematics learning; and (3) students’ responses, benefits, and limitations of the medium based on classroom observation. This study used a descriptive qualitative approach involving 26 Grade II A students. The learning activity was conducted on April 30, 2026, in one 105-minute meeting. The researcher acted as a practice teacher. Data were obtained through classroom observation, teaching reflection notes, and documentation. Observation indicators included student engagement, courage to answer, ability to find multiplication results, ability to explain patterns, and learning obstacles. Data validity was supported through triangulation of observation, reflection notes, and documentation. The findings show that the medium helped students visualize the relationship between rows, columns, and multiplication results. The medium also encouraged students to participate through direct activities, such as choosing cards, tracing rows and columns, and explaining answers. However, the medium still needs teacher guidance so that students do not merely copy answers from the table. Therefore, the card-based multiplication table medium can be used as a practical, low-cost, and contextual learning aid for teaching basic multiplication in lower elementary classrooms.]]>
