<![CDATA[This study aims to identify and describe the implementation of the fun learning approach in the planning and implementation processes, as well as the achievement of learning objectives. This study employed a qualitative descriptive method, with data collected through interviews, observations, and documentation. The data were analyzed using Miles and Huberman’s model, which consists of data collection, data reduction, data display, and conclusion drawing. Data validity was examined through credibility testing, including prolonged engagement, triangulation of techniques, negative case analysis, member checking, and expert references, followed by transferability, dependability, and confirmability testing. The findings indicate that the implementation of the fun learning approach at this school has been carried out fairly well. At the planning stage, teachers were able to develop structured and innovative instructional materials, including teaching modules, learning objectives, methods, media, models, and assessments tailored to students’ characteristics, needs, and abilities. Teachers applied enjoyable, student-centered learning methods and implemented problem-based learning and project-based learning models. They also utilized creative instructional media and assessed students through evaluation questions from the Matematika Nalaria Realistik (MNR) textbook and other sources, adapted to students’ abilities. The implementation of fun learning involved ice-breaking activities, educational games, singing, numeracy guessing games, and enjoyable practical activities. These activities helped enhance students’ active participation and enthusiasm for learning.]]>
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