<![CDATA[Critical thinking is an important skill in elementary mathematics learning because students are expected not only to calculate but also to understand problems, determine solution steps, and explain the reasons for their answers. This study aimed to describe the teacher’s strategies for overcoming students’ low critical thinking skills in mathematics among fifth-grade students at SDN 44 Cakranegara, as well as the obstacles and supporting factors in implementing these strategies. This study employed a descriptive qualitative approach. Data were collected through interviews, observation, and documentation involving a fifth-grade teacher as the main informant, several students as supporting informants, and the principal as a limited supporting informant. The data were analyzed through data reduction, data display, and conclusion drawing, while validity was strengthened through source and technique triangulation. The findings show that the teacher’s strategies included identifying students’ difficulties, preparing lesson plans and triggering questions, applying CTL, PBL, and PJBL, using learning media, forming mixed-ability groups, conducting process-based evaluation, and providing feedback and repeated guidance. The main obstacles were students’ low motivation, weak literacy and numeracy skills, limited home support, limited concrete media, and limited instructional time.]]>
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