<![CDATA[Numeracy is a fundamental skill in elementary mathematics learning; however, the learning process often remains oriented toward memorization and mechanical procedures. Fingermathics uses finger movements as a concrete representation to understand basic arithmetic operations. This study explores the learning experiences of students at Sekolah Indonesia Kuala Lumpur (SIKL) participating in Fingermathics training from cognitive and kinesthetic perspectives. This study employed a qualitative approach with a descriptive design. Participants included fourth-, fifth-, and sixth-grade students who participated in the Fingermathics training, as well as teachers serving as supporting informants. We collected data through non-participant observation, semi-structured interviews, and documentation, and analyzed them using Braun and Clarke’s six-stage thematic analysis. We established data trustworthiness through source triangulation, technique triangulation, member checking, and persistent observation. The findings identified three dimensions of students’ learning experiences: cognitive, kinesthetic, and overall learning experience. In the cognitive dimension, finger movements served as number representations that helped students understand concepts, follow arithmetic procedures, and reduce reliance on memorization. From the kinesthetic dimension, finger-movement activities were associated with students’ concentration, engagement, and self-confidence. Integrating cognitive and kinesthetic aspects fostered an active, concrete, and meaningful learning experience. These findings indicate that Fingermathics can serve as an alternative approach to basic arithmetic instruction centered on students’ learning experiences.]]>
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