<![CDATA[This study aims to examine the effect of the Problem Based Learning (PBL) model on students’ creativity and mathematics learning outcomes in fraction operations at the elementary school level. This research employed a quantitative approach with a quasi-experimental design (Nonequivalent Control Group Design). The sample consisted of 68 fifth-grade students, divided into an experimental class (n = 34) and a control class (n = 34). Data were collected using a validated creativity questionnaire and mathematics achievement tests. The data were analyzed using independent sample t-tests and Two-Way ANOVA. The results showed that the experimental class achieved significantly higher scores than the control class in both creativity (t = 3.45, p < 0.01) and learning outcomes (t = 4.12, p < 0.01). Furthermore, the analysis revealed a significant interaction effect between creativity and learning outcomes (F = 5.27, p < 0.05). The effect size analysis indicated a moderate to high effect (Cohen’s d = 0.65), suggesting that PBL had a substantial impact on improving students’ performance. In conclusion, the PBL model is effective in enhancing students’ creativity and mathematics learning outcomes, particularly in fraction topics. These findings support the implementation of student-centered and problem-based approaches in elementary mathematics learning.]]>
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