<![CDATA[Learning Loss has become one of the major challenges faced by elementary schools following disruptions to the learning process, affecting both students' academic achievement and non-academic development. This study aimed to analyze the forms of Learning Loss, its contributing factors, its impact on learning, and the recovery strategies implemented at SDN 2 Batunyala. This study employed a qualitative approach using a case study design. Data were collected through observations, in-depth interviews, and document analysis involving the principal, teachers, students, and parents selected through purposive sampling. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, including data condensation, data display, and conclusion drawing. Trustworthiness was ensured through source triangulation, technique triangulation, member checking, and an audit trail. The findings revealed that Learning Loss was characterized not only by declines in literacy and numeracy achievement but also by reduced learning motivation, concentration, and independent learning skills. These conditions were influenced by limited literacy habits, insufficient parental learning support, excessive use of digital devices for non-academic purposes, and family socioeconomic conditions. Recovery strategies included diagnostic assessment, differentiated instruction, literacy and numeracy reinforcement programs, the implementation of deep learning, and collaboration between teachers and parents. These findings indicate that addressing Learning Loss requires comprehensive, adaptive, and sustainable interventions involving schools, families, and other educational stakeholders. ABSTRAK Learning Loss menjadi salah satu tantangan utama yang dihadapi sekolah dasar setelah terjadinya disrupsi pembelajaran karena berdampak pada penurunan capaian akademik maupun aspek nonakademik peserta didik. Penelitian ini bertujuan menganalisis bentuk Learning Loss, faktor penyebab, dampak terhadap pembelajaran, serta strategi pemulihan yang diterapkan di SDN 2 Batunyala. Penelitian menggunakan pendekatan kualitatif dengan desain case study. Data diperoleh melalui observasi, wawancara mendalam, dan dokumentasi terhadap kepala sekolah, guru, peserta didik, dan orang tua yang dipilih menggunakan purposive sampling. Data dianalisis menggunakan model Miles, Huberman, dan Saldaña melalui kondensasi data, penyajian data, serta penarikan kesimpulan. Keabsahan data dijaga melalui triangulasi sumber, triangulasi teknik, member checking, dan audit trail. Hasil penelitian menunjukkan bahwa Learning Loss tidak hanya ditandai oleh penurunan kemampuan literasi dan numerasi, tetapi juga melemahnya motivasi, konsentrasi, dan kemandirian belajar. Kondisi tersebut dipengaruhi oleh rendahnya budaya literasi, terbatasnya pendampingan belajar di rumah, tingginya penggunaan gawai untuk aktivitas non-akademik, serta kondisi sosial ekonomi keluarga. Strategi pemulihan yang diterapkan meliputi asesmen diagnostik, pembelajaran berdiferensiasi, penguatan program literasi dan numerasi, penerapan deep learning, serta kolaborasi antara guru dan orang tua. Temuan ini menunjukkan bahwa pemulihan Learning Loss memerlukan pendekatan yang komprehensif, adaptif, dan berkelanjutan dengan melibatkan seluruh pemangku kepentingan pendidikan.]]>
