<![CDATA[The low understanding of mathematical concepts among elementary school students and the limited use of interactive digital learning media cause the learning process to be less interesting and unable to optimize student engagement. This study aims to determine the effect of the Problem Based Learning (PBL) model assisted by Wordwall on improving the understanding of mathematical concepts of third-grade elementary school students. The study used a quantitative approach with a quasi-experimental method and a non-equivalent control group design. The research sample consisted of two classes, namely the experimental class that received learning using the PBL model assisted by Wordwall and the control class that received conventional learning. Data were collected through a mathematical concept understanding test in the form of objective questions and essays that had been prepared based on concept understanding indicators. Data analysis included a prerequisite test, a Mann-Whitney test to compare the learning outcomes of the two groups, and an effect size analysis to determine the magnitude of the treatment effect. The results showed a significant difference between the two groups (p = 0.001 < 0.05) with an effect size value of 3.330 which is included in the large category. These findings indicate that the Wordwall-assisted PBL model is effective in improving understanding of mathematical concepts, while encouraging student engagement and motivation to learn through interactive learning activities.]]>
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