<![CDATA[Mastery of the Greatest Common Factor (GCF) is a fundamental component of number learning in elementary mathematics, as it supports students’ understanding of arithmetic operations and later mathematical reasoning. However, differences in students’ mathematical achievement may be associated with individual and institutional factors, including gender and school type. This study aims to examine the effects of school type and gender on elementary school students’ mastery of the Greatest Common Factor and to determine whether an interaction exists between these variables. The study employed a quantitative approach using an ex post facto comparative factorial design. The sample consisted of 28 sixth-grade students from three Islamic elementary schools in West Bandung Regency, Indonesia. Data were analyzed using descriptive statistics and Two-Way ANOVA after meeting the assumptions of normality and homogeneity. The results indicate that school type significantly affects students’ GCF mastery. Gender also shows significant differences in learning outcomes between male and female students. However, no significant interaction effect was found between school type and gender. These findings suggest that variations in GCF mastery are influenced more by institutional context and gender differences independently rather than by their combined effect. This study contributes empirical evidence on how student characteristics and school context relate to numeracy achievement in elementary mathematics learning.]]>
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