<![CDATA[This research was motivated by the low mathematics learning outcomes of students in the material presenting data in the form of frequency tables and the lack of optimal application of the principles of gender equality, disability and social inclusion (GEDSI) in learning. The aim of this research is to improve student learning outcomes through the application of the GEDSI-based problem based learning (PBL) model in the material of presenting data in the form of frequency tables in class V-B of SDN Polisi 2 Bogor City for the 2025/2026 academic year. This research uses the Kemmis and McTaggart model of Classroom Action Research (PTK) which is carried out in two cycles, including planning, action implementation, observation and reflection stages. The research subjects were 22 students consisting of 10 male students and 12 female students. Data collection techniques use tests, observation and documentation. Data is analyzed quantitatively and qualitatively to determine improvements in learning outcomes and student engagement during learning. The research results show that the application of the GEDSI-based problem based learning model is able to improve student learning outcomes. The percentage of learning completeness increased from 64% in the initial observation to 86% in cycle I and reached 91% in cycle II. The average class score also increased from 71 to 84 in cycle I and 93 in cycle II. Apart from improving learning outcomes, the application of GEDSI principles encourages active participation, cooperation, self-confidence, and creates a more equitable, inclusive and collaborative learning environment. Thus, the GEDSI-based PBL model is effectively used to improve elementary school students' mathematics learning outcomes.]]>
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