<![CDATA[This study aims to enhance the mathematical problem-solving skills of fourth-grade students in an inclusive primary school by implementing the Problem-Based Learning model. The study used the Kemmis and McTaggart Classroom Action Research (CAR) model and was conducted over two cycles comprising planning, implementation, observation, and reflection. The subjects were fourth-grade students at SD Negeri 18 Bengalon. Data were collected through observation, tests, and documentation and analyzed using quantitative and qualitative descriptive methods. The results indicate that the Problem-Based Learning model successfully improved students' mathematical problem-solving abilities. The average score rose from 45.39 in Cycle I to 89.52 in Cycle II. Improvements were also observed across all skill indicators: understanding the problem (from 84.97% to 94.77%), formulating a solution (from 78.43% to 96.08%), executing the solution plan (from 33.03% to 69.28%), and reviewing the results (from 30.39% to 50.00%). An average N-Gain score of 57.97% indicates that the Problem-Based Learning model falls into the "moderately effective" category. Beyond improving learning outcomes, this model fostered a shift toward more student-centered teaching practices—characterized by adaptive guidance, appreciation of thought processes, and the facilitation of diverse problem-solving strategies—thereby making mathematics learning more meaningful within the inclusive primary school setting. These findings reinforce the effectiveness of sustainable inclusive mathematics education.]]>
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