<![CDATA[This Classroom Action Research (CAR), based on the Kemmis and McTaggart model across two cycles, aimed to improve the mathematical problem-solving abilities of fifth-grade students at SD Negeri Bongas during the 2025/2026 academic year. The study was motivated by low student achievement falling below the Minimum Mastery Criteria (KKM) and poor student engagement in the solid geometry volume topic. The participants were 26 students, with data collected through observations, tests, interviews, and documentation. Problem-solving skills were measured using Polya’s four indicators. The results indicated that implementing differentiated instruction effectively and significantly improved students' problem-solving abilities. In the pre-cycle stage, only 10 students (38%) achieved the KKM, with an average score of 63.3. Following Cycle I, mastery increased to 17 students (65%) with a 74.7 average. Finally, in Cycle II, mastery reached 22 students (88%) with an average score of 83.8. Beyond academic gains, this differentiated approach successfully boosted students' activity, participation, and confidence during the learning process.]]>
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