<![CDATA[Perkembangan strategi berhitung siswa sekolah dasar berlangsung bertahap dari strategi konkret menuju strategi mental yang lebih efisien. Rendahnya capaian literasi numerasi siswa Indonesia dalam PISA 2022 menegaskan perlunya memahami bagaimana anak bertransisi dari counting all menuju counting on. Penelitian ini bertujuan mendeskripsikan strategi berhitung siswa dalam operasi penjumlahan sederhana serta menjelaskan peran representasi campuran sebagai penopang transisi. Penelitian menggunakan metode kualitatif deskriptif dengan instrumen tugas penjumlahan bilangan kecil, rekaman video aktivitas siswa, dan analisis task-based clinical interview. Subjek penelitian dilaksanakan pada siswa kelas III di MI Hasyim Asari Kota Malang. Strategi berhitung diklasifikasikan menjadi counting all, counting on, dan representasi campuran. Hasil menunjukkan tiga pola utama: (1) siswa awal menghitung semua bilangan dari awal (counting all), (2) siswa mulai menggunakan bilangan pertama sebagai titik awal perhitungan (counting on), dan (3) siswa mengombinasikan penyimpanan bilangan awal secara mental dengan bantuan jari (representasi campuran). Strategi campuran terbukti berfungsi sebagai scaffolding yang menjaga jejak perhitungan dan mendukung akurasi. Temuan ini menegaskan bahwa representasi campuran tidak hanya sebagai tahap transisi, tetapi juga sebagai alat penguatan dalam berpikir matematis. Guru direkomendasikan menyediakan beragam representasi konkret seperti jari, garis bilangan, atau benda nyata untuk mempercepat transisi menuju strategi numerik yang lebih efisien. Kata kunci: strategi berhitung, counting all, counting on, representasi campuran, literasi numerasi Abstract: The development of elementary school students’ counting strategies progressed gradually from concrete strategies toward more efficient mental strategies. The low achievement of Indonesian students in numerical literacy in PISA 2022 underscored the need to understand how children transitioned from counting all to counting on. This study aimed to describe students’ counting strategies in simple addition operations and to explain the role of mixed representations as a support for the transition. The research employed a descriptive qualitative method with instruments including small-number addition tasks, video recordings of students’ activities, and analysis through task-based clinical interviews. The research subjects were third-grade students at MI Hasyim Asari, Malang City. The counting strategies were classified into counting all, counting on, and mixed representation. The results revealed three main patterns: (1) students initially counted all numbers from the beginning (counting all), (2) students began to use the first number as the starting point of calculation (counting on), and (3) students combined the mental storage of the first number with the aid of fingers (mixed representation). The mixed strategy proved to function as scaffolding that maintained calculation traces and supported accuracy. The findings confirmed that mixed representation was not only a transitional stage but also a strengthening tool in mathematical thinking. Teachers were recommended to provide various concrete representations such as fingers, number lines, or real objects to accelerate the transition toward more efficient numerical strategies. Keywords: counting strategies, counting all, counting on, mixed representation, numeracy]]>
