<![CDATA[ABSTRACT The habit of mechanical thinking that dominates elementary mathematics learning often limits students' space for exploration and independent reasoning. Efforts to address these cognitive constraints were realized through classroom action research designed to examine the effectiveness of applying the Problem-Based Learning (PBL) model assisted by Map Adventure media in fifth-grade students at SD Negeri Muktiharjo Kidul 03. This study was conducted in two continuous cycles involving 28 students as main subjects focusing on the least common multiple (LCM) and greatest common divisor (GCD) materials. Data collection was carried out through essay tests of creative thinking skills, structured observations of student activities and learning implementation, as well as documentation of activity records. The implementation flow demonstrated that combining problem-solving syntax with contextual exploration scenarios based on four Map Adventure posts significantly increased the classical learning mastery percentage from 7.41% in the pre-action phase to 61.54% in the first cycle, and reaching 88.46% in the second cycle, successfully exceeding the 80% minimum threshold. This progressive surge occurred evenly across all cognitive indicators, including fluency, flexibility, originality, and elaboration. These empirical findings confirm that integrating the PBL model with interactive exploration media is highly effective as an alternative learning strategy to foster active engagement and optimize students' creative thinking potential in the primary school environment. ABSTRAK Kebiasaan berpikir mekanis yang mendominasi pembelajaran matematika dasar sering kali membatasi ruang eksplorasi dan kemandirian bernalar murid. Upaya mengurai kendala kognitif tersebut diwujudkan melalui penelitian tindakan kelas yang dirancang untuk menguji efektivitas penerapan model Problem-Based Learning (PBL) berbantuan media Map Adventure di kelas V SD Negeri Muktiharjo Kidul 03. Penelitian ini dilaksanakan dalam dua siklus berkesinambungan yang melibatkan 28 murid sebagai subjek utama pada materi kelipatan persekutuan terkecil (KPK) dan faktor persekutuan terbesar (FPB). Pengumpulan data ditempuh melalui tes kemampuan berpikir kreatif bentuk uraian, observasi terstruktur terhadap aktivitas murid dan keterlaksanaan pembelajaran, serta dokumentasi rekam jejak kegiatan. Alur pelaksanaan membuktikan bahwa perpaduan sintaks pemecahan masalah dengan skenario penjelajahan kontekstual berbasis empat pos Map Adventure mampu meningkatkan persentase ketuntasan belajar klasikal secara signifikan dari 7,41% pada pra tindakan, menjadi 61,54% pada siklus pertama, hingga mencapai 88,46% pada siklus kedua dan melampaui ambang batas minimum 80%. Peningkatan progresif tersebut terjadi secara merata pada seluruh indikator kognitif, mencakup kelancaran (fluency), keluwesan (flexibility), keaslian (originality), serta perincian (elaboration). Temuan empiris ini mengonfirmasi bahwa pengintegrasian model PBL dan media penjelajahan interaktif sangat efektif sebagai alternatif strategi pembelajaran untuk menumbuhkan keterlibatan aktif serta mengoptimalkan potensi berpikir kreatif murid di lingkungan sekolah dasar.]]>
