<![CDATA[ This study aims to examine the strategies used by teachers to improve students’ reading, writing, and arithmetic (Calistung) skills in the third grade of SDN 142 Hutabaringin. The research employed a qualitative method with a case study approach to gain an in-depth understanding of classroom practices. Data were collected through interviews, observations, and documentation. The findings reveal that teachers’ strategies in enhancing Calistung skills are implemented through three main stages: planning, implementation, and evaluation. During the implementation stage, teachers applied various methods, including play-based learning, group discussions, structured practice exercises, and the use of simple instructional media to support student engagement. Supporting factors identified in the learning process include students’ enthusiasm, strong parental involvement, and teachers’ creativity in delivering lessons. Meanwhile, inhibiting factors consist of limited learning facilities, differences in students’ abilities, and restricted instructional time. Despite these challenges, the application of appropriate and adaptive teaching strategies has led to gradual improvement in students’ Calistung skills. This study highlights the importance of teacher innovation and contextualized learning approaches in supporting foundational literacy and numeracy development at the primary school level.]]>
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