<![CDATA[The low level of problem-solving skills among elementary school students, along with the implementation of coding education in schools, presents a challenge to achieving 21st-century learning objectives. One alternative instructional approach is unplugged coding based on the Problem Based Learning (PBL) model, which integrates problem-solving activities with computational thinking concepts without relying on digital devices. This study aimed to examine the effect of unplugged coding based on the Problem Based Learning (PBL) model on elementary school students' problem-solving skills. A quantitative approach was employed using a quasi-experimental method with a non-equivalent control group design. The sample consisted of 38 fifth-grade elementary school students selected through purposive sampling, with 19 students assigned to the experimental group and 19 students to the control group. Data were collected through problem-solving skill tests (pre-test and post-test) and classroom implementation observation sheets. Data analysis included normality and homogeneity tests, followed by an Independent Sample t-Test. The findings revealed that unplugged coding based on the Problem Based Learning (PBL) model was more effective than conventional instruction in improving students' problem-solving skills. The experimental group obtained a mean post-test score of 85.42, while the control group achieved 63.42. Furthermore, the Independent Sample t-Test yielded a significance value (Sig. 2-tailed) of 0.000 (p < 0.05), indicating a significant difference in learning outcomes between the two groups after the treatment. Therefore unplugged coding based on the Problem Based Learning (PBL) model significantly improves elementary school students' problem-solving skills and can serve as an alternative approach to coding instruction that supports the development of 21st-century skills.]]>
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