<![CDATA[The low level of mathematical conceptual mastery in elementary schools remains a critical issue requiring innovative instructional approaches. This study aims to examine the effectiveness of the Problem-Based Learning (PBL) model in improving fifth-grade students’ conceptual understanding. A quantitative approach with a quasi-experimental, non-equivalent control group design was applied. Samples were selected through purposive sampling and divided into an experimental group (PBL) and a control group (conventional teaching). Data were collected using a validated essay test administered before and after the intervention. Analysis using an independent sample t-test revealed a significant difference between groups, with the experimental group outperforming the control group. The mean pretest scores were 62.43 (control) and 62.52 (experimental), while posttest scores increased to 72.21 and 80.14, respectively. The significance value of 0.000 (< 0.05) confirms that PBL has a positive effect on students’ mathematical conceptual understanding. These findings indicate that PBL is effective not only in improving learning outcomes but also in enhancing the learning process by positioning teachers as facilitators, increasing student engagement, and fostering logical and reflective thinking in solving contextual problems.]]>
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