<![CDATA[This study aims to determine the effect of the problem-based learning model on students’ learning outcomes in mathematics regarding mixed fractions in Grade 5 at SDN 040456 Berastagi. The background of this study is based on low learning outcomes, particularly regarding mixed fractions, caused by a teaching process that remains teacher-centered. This is a quantitative study using a quasi-experimental method with a pretest-posttest control group design. The sample consisted of all 45 fifth-grade students. The sampling technique used was saturation sampling because the sample was not selected randomly. The study was conducted in the experimental class VA and the control class VB, which together had only 45 students taught using the problem-based learning model. The research results show that the average pre-test score for Class VA students was 59.38; after the intervention, the average post-test score increased to 83.54. The research results also show that the average pre-test score for Class VB students was 55.71; after the intervention, the average post-test score increased to 71.67. Furthermore, the results of the normality test showed that the significance values for both the pre-test and post-test were > 0.05, and the results of the Paired Sample T-test indicated a significance value of 0.000 < 0.05, meaning there was a significant difference between the pre-test and post-test scores in both the experimental and control classes. Thus, this study concludes that the implementation of the problem-based learning model has a positive and significant effect on students’ mathematics learning outcomes regarding mixed fractions.]]>
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