<![CDATA[This study was inspired by the inadequate mathematics performance of second-grade pupils at MIS Istiqomah Entikong regarding the subject of time. Learners encountered challenges in comprehending and interpreting time due to the abstract nature of the educational process and the restricted usage of tangible learning resources. This research sought to assess the utilization of an analog clock as an educational tool to enhance the mathematics performance of second-grade pupils at MIS Istiqomah Entikong concerning the subject of time. This research utilized Classroom Action Research (CAR) based on the Kemmis and McTaggart framework, which comprises four phases: preparation, action, observation, and reflection. The study was carried out in two phases including 20 second-grade pupils at MIS Istiqomah Entikong during the 2025/2026 academic year as participants. Information was gathered by assessments, observations, and records. The findings indicated an enhancement in students' educational achievements following the utilization of the analog clock as an instructional tool. In Cycle I, the mean score of the students was 74, with a mastery rate of 50%, indicating that 10 students attained mastery. In Cycle II, the mean score rose to 89, with a mastery rate of 90%, indicating that 18 students attained mastery. Furthermore, learners exhibited increased engagement, enhanced confidence in utilizing educational resources, and improved comprehension of temporal concepts through hands-on experience. Consequently, employing an analog clock as an educational tool can enhance mathematical learning results about time for second-grade pupils at MIS Istiqomah Entikong.]]>
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