<![CDATA[ABSTRACT This study aims to describe the use of concrete media in arithmetic learning for first-grade elementary students. The background of this research is based on students' need for direct experiences to understand mathematical concepts during the concrete operational stage. The study employed a qualitative descriptive method with data collected through observation, interviews, and documentation involving teachers and students at a private elementary school in Yogyakarta. The findings reveal that teachers have utilized various concrete media such as beads, popsicle sticks, Dienes blocks, and buttons to teach addition and subtraction. These media enhanced students' enthusiasm, active participation, and conceptual understanding. However, several challenges were found, including limited time, insufficient materials, and teachers' difficulty in connecting concrete experiences to symbolic representations. The study concludes that concrete media can be effectively applied when teachers plan systematically and apply constructivist learning principles. Keywords: concrete media, arithmetic learning, elementary school]]>
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