<![CDATA[Mathematics learning in elementary schools requires instructional models that accommodate students’ diverse learning characteristics. However, mathematics instruction is often conducted using conventional approaches that limit student engagement and result in low learning outcomes, particularly in whole number division topics. This study aimed to examine the effect of a Problem Based Learning model integrated with a differentiated approach on students’ mathematics learning outcomes. The study employed a quantitative approach using a quasi-experimental design. The participants consisted of fourth-grade elementary school students divided into an experimental group and a control group. The experimental group was taught using Problem Based Learning with differentiated instruction, while the control group received conventional instruction. Data were collected using a mathematics learning outcome test and analyzed using an independent sample t-test. The results indicated a significant difference in learning outcomes between the two groups, with a significance value of 0.004, indicating that the experimental group achieved higher learning outcomes than the control group. These findings demonstrate that integrating Problem Based Learning with a differentiated approach effectively enhances students’ understanding of whole number division. This study highlights the importance of student-centered and adaptive instructional strategies to improve mathematics learning outcomes in elementary education.]]>
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