<![CDATA[Understanding the concept of multiplication among elementary school students remains a challenge because learning tends to be teacher-centered and does not actively involve students. This study aims to implement a Problem Based Learning (PBL) model based on Technological Pedagogical Content Knowledge (TPACK) assisted by a snakes and ladders game to improve the multiplication understanding of third-grade students. The method used was a pre-experimental research design with a one-group pretest-posttest approach. The research subjects consisted of 28 students from SDN 23 Singkawang. Data collection instruments included comprehension tests, observation sheets, and documentation. Data analysis was conducted using descriptive quantitative analysis, paired t-test, and effect size calculation. The results showed an increase in the average students’ understanding score from 62.5 to 82.3 (gain score of 0.53 in the moderate category), as well as a 35% increase in learning activeness. Statistical testing indicated a significance value of 0.000 (<0.05) with an effect size of d = 2.35 (very large category), meaning that the learning model had a very strong influence on students’ understanding of multiplication. In conclusion, the TPACK-based PBL model assisted by snakes and ladders media is effective in improving students’ understanding of multiplication concepts. The implication of this study is the need to integrate technology and educational games into mathematics learning in elementary schools.]]>
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