<![CDATA[Student learning outcomes in Mathematics specifically regarding multiplication remain a challenge, as some students struggle to comprehend contextual problems and possess varying levels of learning ability. This situation necessitates an instructional approach that encourages active problem-solving while tailoring learning activities to students' initial proficiency levels. Problem-Based Learning (PBL) was implemented through contextual problem-solving, while the Teaching at the Right Level (TaRL) approach was used to adjust activities and support based on individual student capabilities. This study aimed to improve Mathematics learning outcomes (multiplication) for third-grade students at SDN Dukuh Kupang II Surabaya by implementing PBL combined with the TaRL approach. The study employed Classroom Action Research (CAR) methodology, conducted over two cycles with 24 participating students. Each cycle comprised planning, action, observation, and reflection phases. Data were collected via learning achievement tests and analyzed using descriptive quantitative methods, based on a Minimum Mastery Criterion (KKM) of 70 and a class mastery target of 80%. The results showed an increase in the average score from 60 in the pre-cycle stage to 70 in Cycle I and 82 in Cycle II. Class mastery rose from 21% in the pre-cycle stage to 63% in Cycle I and 88% in Cycle II. These findings demonstrate that implementing PBL with the TaRL approach can enhance student learning outcomes by utilizing contextual problem-solving and instruction tailored to students' ability levels.]]>
