<![CDATA[Students' numeracy literacy remains a significant challenge in Madrasah Ibtidaiyah, partly because classroom instruction is still predominantly teacher-centered and many teachers have limited experience in integrating coding into their teaching practices. This study aimed to explore the implementation of a coding-based learning approach to strengthen students' numeracy literacy in two Madrasah Ibtidaiyah in East Jakarta. A qualitative descriptive design was employed, involving 20 teachers from MIN 13 and MIN 18 in East Jakarta. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using the Miles and Huberman interactive model with the support of MAXQDA software. The findings indicate that coding-based learning fostered more interactive and problem-oriented classroom practices, enhanced teachers' instructional capacity, and increased students' engagement in numeracy learning. Teachers reported that coding activities promoted logical reasoning, systematic thinking, and contextual problem-solving skills, thereby contributing to improved numeracy literacy. The study concludes that a coding-based learning approach offers a promising pedagogical strategy for strengthening numeracy literacy in Madrasah Ibtidaiyah while supporting the integration of digital competencies into Islamic primary education.]]>
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