<![CDATA[This study aims to examine the effectiveness of the Problem Based Learning (PBL) model in improving elementary school students’ learning outcomes and problem-solving skills in fraction material through a systematic literature review approach. The method used is a literature review by analyzing 25 relevant scientific articles published between 2021–2026 from various academic sources such as Google Scholar and national journal databases. The findings indicate that the implementation of PBL consistently contributes to significant improvements in students’ learning outcomes, with an average increase in learning mastery and test scores across studies. In addition, PBL has been shown to effectively enhance students’ problem-solving skills, particularly in solving contextual fraction problems, with notable improvements between pretest and posttest results. The effectiveness of PBL is supported by its ability to engage students actively in learning, encourage collaborative discussions, and develop critical thinking skills through real-life problem situations. Furthermore, the success of PBL is influenced by factors such as instructional design, teacher facilitation, and the use of appropriate learning media. This study highlights that PBL is a relevant and effective instructional model for supporting meaningful mathematics learning in elementary schools, especially in fraction topics.]]>
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