<![CDATA[Learning loss among elementary school students has become an urgent issue because it is directly associated with literacy, numeracy, independent learning, and students' readiness to engage in learning at the next educational level. This article aims to analyze teachers' strategies for addressing learning loss among elementary school students through a Systematic Literature Review (SLR) using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. The literature was systematically identified from scholarly publications, educational policy reports, and relevant learning recovery practice documents published between 2017 and 2026. The selection process followed the stages of identification, screening, eligibility assessment, and inclusion based on predetermined criteria. The findings indicate that the most essential teacher strategies include conducting diagnostic assessments and mapping students' current competency levels. These strategies are most effective when they are not implemented as separate supplementary activities but are integrated into the regular classroom instructional cycle. This review concludes that teachers play multiple roles as diagnosticians, intervention designers, facilitators, and evaluators of learning recovery. Successfully addressing learning loss requires adaptive, data-driven, sustainable, and student-centered instructional practices that respond to learners' actual needs.]]>
Copyrights © 2026
