Abstract
This study aims to explore the relationship between cultural capital and teaching strategies in the context of primary education, employing a Bourdieuian perspective. The focus of this research is on teachers at Madrasah Ibtidaiyah Negeri in Magelang Regency. A qualitative method was utilized, with data collected through in-depth interviews and classroom observations. The findings reveal that teachers’ cultural capital, including their knowledge, values, and experiences, significantly influences their choice and implementation of teaching strategies in the classroom. Teachers with a rich cultural capital tend to adopt more innovative and adaptive strategies, which enhance student engagement in the learning process. Furthermore, the study identifies challenges faced by teachers in integrating cultural capital into their teaching practices. These findings provide helpful guidance in the development of educational policies and teacher training programs, ultimately improving the quality of education in Madrasah Ibtidaiyah.