<![CDATA[Statistical literacy, particularly reading, constructing, and interpreting bar-graph data, remains a persistent problem in elementary mathematics learning, since many students still perform below the minimum competency level in data-presentation tasks, underscoring the need for instruction that engages students directly with contextual data rather than procedural steps alone. This study aimed to describe the implementation of the Problem Based Learning (PBL) model on bar-graph material in Class VB at SDN Telukan 01, including the practical challenges faced by the teacher. A qualitative descriptive approach was used, involving 15 students and their classroom teacher. Data were collected through participatory observation of the five PBL stages, semi-structured interviews, and documentation of the teaching module, then analyzed using the Miles and Huberman interactive model, with validity examined through technique triangulation. The results showed that the five stages were generally implemented, although the teacher identified several challenges: limited student engagement, uneven grouping, unorganized group presentations, an excessive worksheet load for one meeting, and time-management difficulties. The study concludes that PBL can foster students' meaningful engagement with statistical data, provided that grouping, task workload, and time allocation are managed more deliberately, implying a need for more proportionate worksheets and clearer grouping strategies in future PBL planning.]]>
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