<![CDATA[This study aims to analyze the effect of limited learning time allocation on elementary school students' science learning outcomes. The method used is a Systematic Literature Review (SLR) by examining relevant previous research results in the 2015–2025 time frame. Data were obtained from various scientific databases such as Google Scholar, ERIC, and ResearchGate using the keywords learning time allocation, science learning outcomes, and elementary education. The results of the study show that limited learning time has a significant effect on the quality of science learning outcomes, especially in terms of students' mastery of scientific concepts and critical thinking skills. Limited learning time prevents experiments, observations, and reflections from being carried out optimally. The effectiveness of learning does not only depend on the length of time but also on the teaching strategies and time management applied by teachers. The application of innovative learning methods such as generative strategies, project-based learning, and efficient time management has been proven to improve learning outcomes even under time constraints. These findings emphasize the importance of effective time management and adaptive learning planning to improve the quality of science learning in elementary schools]]>
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