<![CDATA[Mathematics learning in elementary schools, particularly multiplication material, remains challenging for some students. This study aimed to determine the effect of using Zep Quiz interactive media integrated with the Problem-Based Learning (PBL) model on the mathematics learning outcomes of Grade IV students. The hypotheses tested were H₀: there is no significant difference in learning outcomes between the experimental and control classes, and H₁: there is a significant difference in learning outcomes between the two classes. This study employed a Quasi-Experimental Nonequivalent Control Group Design involving 72 students, consisting of Grade IV A as the control class (n = 35) and Grade IV B as the experimental class (n = 37). The research instrument was a multiple-choice pretest and posttest. Instrument testing showed that 11 items were valid and used for data collection. Reliability analysis yielded coefficients of 0.805 for the pretest and 0.823 for the posttest, indicating that the instrument was highly reliable. Data were analyzed using SPSS 27. The Kolmogorov–Smirnov normality test showed that all data were normally distributed, with significance values of 0.184 (experimental pretest), 0.129 (experimental posttest), 0.068 (control pretest), and 0.052 (control posttest), all exceeding 0.05. The homogeneity test produced a significance value of 0.671 (> 0.05), indicating homogeneous variances. Independent Sample T-Test results showed Levene’s Test significance of 0.674 (> 0.05), confirming equal variances assumed. The analysis yielded t = 2.164, df = 70, and sig. (2-tailed) = 0.041 (< 0.05), leading to the rejection of H₀ and acceptance of H₁. The Mean Difference of 9.205 indicated higher learning outcomes in the experimental class. Therefore, the use of Zep Quiz interactive media with the PBL model significantly improved students’ mathematics learning outcomes on multiplication material in Grade IV elementary school.]]>
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