<![CDATA[This research is motivated by the low conceptual understanding of fifth grade students on fractions, which are often taught abstractly. This study aims to improve fifth grade students mathematics learning outcomes on fraction operations by implementing an innovative Problem Based Learning (PBL) learning model assisted by manipulative media. This Classroom Action Research (CAR) involved 24 participants consisting of 15 male students and 9 female students. The implementation procedure follows the systematic stages of PBL, which include real-world problem orientation, organizing students into groups, assisting investigations using folded paper media, and presenting work. Data were collected through student activity observation sheets and learning outcome tests, then analyzed using quantitative and qualitative descriptive data analysis techniques. The results of the action showed a significant increase in learning outcomes. The average student score before the action (pre-cycle) was 62.5, increasing to 81.2 after the action. Direct interaction with concrete media has been shown to increase the activeness and visual understanding of fraction concepts in a classical manner compared to conventional methods. The conclusion of this study is that the PBL model supported by manipulative media successfully facilitated the construction of students mathematical understanding through meaningful learning experiences. This research provides a practical contribution as a reference for learning innovation for elementary school teachers in reducing the abstractness of mathematics material through the TPACK approach and concrete media. Follow up activities are directed at developing variations of manipulative media for other mathematics materials to maintain the quality of learning.]]>
