<![CDATA[This study aims to describe the implementation of the constructivist approach in mathematics learning in Grade V at SD Negeri 007 Kuaro. Using a qualitative research method, this study explores in depth how teachers design and implement student-centered learning, encouraging students to actively construct their own understanding of mathematics. Classroom observations, interviews with teachers and students, as well as analysis of learning documents serve as the primary instruments for data collection. The results of the study indicate that the implementation of the constructivist approach is reflected in several aspects of the learning process. The teacher acts as a facilitator who stimulates students’ curiosity through open-ended questions and contextual problems. Students are encouraged to collaborate in groups, share ideas, and test their hypotheses. The use of varied and relevant learning media also supports students in connecting mathematical concepts with real-life experiences. However, the study also identifies challenges in implementation, such as effective classroom management when students work independently and in heterogeneous groups, as well as the need for sufficient time allocation for the construction of understanding. The implications of this study provide insights for teachers and schools to optimize the application of the constructivist approach in order to improve the quality of mathematics learning at the elementary school level.]]>
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