<![CDATA[The implementation of learning process standards in elementary schools still faces various challenges, such as time constraints, limitations in conducting formative assessments, and a learning process that is not yet fully student-centered. This study aims to analyze the effectiveness of implementing learning process standards based on Ministry of Education and Culture Regulation No. 1 of 2026 in improving the quality of learning in elementary schools, while also describing an effective implementation model for that level. This quantitative study employed a quasi-experimental design using a pretest-posttest control group design. The research sample was selected using total sampling, involving twelve elementary school teachers in the experimental and control groups. The experimental group received an intervention involving the systematic implementation of learning process standards, while the control group conducted conventional instruction. Data were collected via a Likert-scale questionnaire and analyzed using descriptive statistical tests and unpaired t-tests. The results of the analysis showed a significant difference in the quality of learning between the two groups after the intervention, with a significance level of 0,001. The experimental group experienced a much higher increase in average scores compared to the control group. The instructional planning aspect received the highest achievement score, followed by implementation, follow-up, and assessment. The conclusions of this study indicate that the implementation of instructional process standards based on the latest regulations is effective in improving the quality of learning in elementary schools.]]>
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