<![CDATA[This study sought to ascertain how manipulative media affected the mathematics problem-solving skills of primary school pupils. Using a pretest–posttest control group design, this study employed a quantitative methodology and a quasi-experimental design. Fifth-grade pupils at SDN 194 Pekanbaru served as the study's subjects; class V A served as the control group and class V B as the experimental group. While manipulative media was used in certain courses, image media was used in others. The course material concentrated on mathematical ideas that called for problem-solving abilities, especially when presented as narrative issues. A test of mathematical problem-solving skills was used as the research tool, and it was given both before and after the test. According to research findings, the experimental class's average pretest score was 54, whereas the control class's was 49. This suggests that the students' starting skills were comparatively similar. The experimental class had an average posttest score of 85, compared to 54 for the control group. There was a significant difference between the experimental and control groups' mathematical problem-solving skills, as indicated by the independent sample t-test results, which showed a t-value of 3.171 that was higher than the t-table value at a significance level of 5%. Additionally, the experimental class's N-Gain score was 0.66, falling into the moderate range and surpassing the control class's score of 0.60. Based on these results, it can be said that fifth-grade students at SDN 194 Pekanbaru benefit greatly from the usage of manipulative media in terms of their ability to solve mathematical problems.]]>
