Pembelajaran pasca Pandemi yaitu pembelajaran tatap muka terbatas. Proses pembelajaran tetap memperhatikan perencanaan, pelaksanaan, dan evaluasi. Misalnya menentukan jumlah hari serta jam pembagian rombongan belajar. Pada penelitian ini bertujuan untuk mendeskripsikan proses pembelajaran tatap muka pasca pandemi dalam mata pelajaran matematika di kelas IV B SDN 032 Tarakan. Jenis penelitian yang digunakan adalah kualitatif deskriptif. Teknik pengumpulan data dilakukan dengan wawancara tidak terstruktur, observasi, dan studi dokumen. Hasil penelitian menunjukkan bahwa (1) kesiapan yang dilakukan guru seperti mengikuti pelatihan-pelatihan yang diadakan oleh LPMP, melakukan assesmen kognitif dan non-kognitif untuk mengetahui tingkat psikologi siswa dan lingkungan belajar siswa, dan mempersiapkan perangkat pembelajaran, (2) siswa terlihat antusias dalam mengikuti pembelajaran tatap muka dan para siswa telah melakukan persiapan sebelum pembelajaran seperti disiplin mengikuti protokol kesehatan, menyiapkan buku tema, bupena (buku pendamping tema), buku tulis dan alat tulis lainnya, (3) guru mengalami kesulitan karena harus mengulang materi yang belum sempat diajarkan di semester sebelumnya dan pembelajaran yang sulit dipahami oleh siswa, (4) sarana dan prasarana yang ada di kelas IV B sudah cukup memadai. Seperti peralatan kebersihan, peralatan pendidikan, perlengkapan protokol kesehatan, media pembelajaran, buku dan sumber belajar lainnya. Sedangkan prasaranan yang ada pada sekolah tersebut seperti lahan, ruang kelas, perpustakaan, kantin, lapangan, ruang guru, ruang kepala sekolah, ruang tata usaha, dan tempat lainnya yang dapat menunjang proses pembelajaran, dan (5) penilaian yang di lakukan oleh guru juga termasud penting pada pembelajaran tatap muka pasca pandemic, dapat diketahui bahwa penilaian oleh guru yang ada di kelas IV B cukup memadai.

Kata Kunci: Proses Pembelajaran, Pasca Pandemi, Kelas IV B SDN 032 Tarakan

Post-pandemic learning is limited face-to-face learning. The learning process stillpays attention to planning, implementation and evaluation. As an example, in determining the number of days and hours for dividing study groups. This research aimed to describe the post-pandemic face-to-face learning process in mathematics subjects in class IV B at SDN 032 Tarakan. The type of research used was descriptive qualitative. Data collection techniques were carried out using unstructured interviews, observation and document study. The results of the research showed that (1) the readiness carried out by teachers such as participating in training held by LPMP, carrying out cognitive and non-cognitive assessments to determine the psychological level of students and the student's learning environment, and preparing learning tools, (2) students look enthusiastic in taking part in face-to-face learning and having made preparations before learning such as being disciplined in following health protocols, preparing theme books, bupena (theme accompanying books), notebooks and other stationery, (3) teachers face difficulties because they have to repeat material that has not been taught in the semester previous learning and learning that is difficult for students to understand, (4) the facilities and infrastructure in class IV B are sufficient, such as cleaning equipment, educational equipment, health protocol equipment, learning media, books and other learning resources. Meanwhile, the existing infrastructure at the school such as land, classrooms, library, canteen, field, teacher's room, principal's room, administrative room, and other places that can support the learning process, and (5) assessments carried out by teachers were also included it was important in post pandemic face-to-face learning that it can be seen that the assessment by the class IV B teacher is quite adequate. Keywords: Learning Process, Post-Pandemic, Class IV B SDN 032 Tarakan