<![CDATA[A low level of conceptual understanding in mathematics among elementary school students is a significant issue that impacts learning outcomes. This condition is also reflected in the results of international studies, such as PISA and TIMSS, which highlight challenges in mathematics education. This study aims to analyze the mathematics learning outcomes of fourth-grade students and identify the most dominant internal and external factors influencing these outcomes in an elementary school setting. A descriptive qualitative method was employed, involving 38 fourth-grade students. Data were collected through tests and interviews, utilizing test sheets and interview guides. Test data were analyzed using percentages, while interview data were subjected to triangulation analysis based on the framework of Miles and Huberman. The findings indicate that the students' mathematics learning outcomes fall predominantly into the low and medium categories. Furthermore, these outcomes are influenced by a multitude of internal and external factors. Theoretically, these findings underscore the challenges involved in improving mathematics learning outcomes; practically, they suggest a need for pedagogical development for teachers, as well as the active involvement of all stakeholders especially families to foster a holistic improvement in mathematics learning outcomes.]]>
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