<![CDATA[Classroom overcrowding has become a crucial problem faced by elementary schools in various countries, including Indonesia. Classroom conditions that exceed ideal capacity significantly impact the quality of learning processes, teacher teaching effectiveness, and student academic achievement. This article aims to analyze the problems of classroom overcrowding in elementary schools through a systematic literature review. The method used is a literature review of 30 national and international journal articles published between 2020-2025. Article searches were conducted through Google Scholar, ERIC, and Portal Garuda with keywords "classroom overcrowding", "kepadatan kelas", "elementary school", "sekolah dasar", "class size", and "ruang belajar". Inclusion criteria encompassed articles published in accredited journals, discussing elementary school contexts, and using valid research methods. The review findings reveal three main problem categories: pedagogical barriers in implementing active learning strategies and differentiation, limitations in quality teacher-student interactions due to high teacher-student ratios, and negative impacts on psychological well-being manifested as teacher stress and decreased student learning concentration. Causal factors include student population growth disproportionate to infrastructure expansion, inequitable distribution of educational facilities between urban-rural areas, and limited budgets for new classroom construction. This review recommends implementing differentiated instruction adapted for crowded classroom contexts, optimizing classroom arrangement and management through flexible design, evidence-based educational infrastructure distribution policies using demographic data, and strengthening teacher capacity in classroom management for large classes.]]>
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