<![CDATA[Mathematics learning at the elementary level, particularly in spatial geometry, still faces challenges in improving students’ conceptual understanding. These challenges are mainly related to students’ difficulties in visualizing three-dimensional objects and the limited variety of learning media used in classrooms. Previous studies have examined Pop Up Book media and QR Code–based learning separately; however, few have explored their integration within a structured Problem Based Learning (PBL) framework to enhance conceptual understanding, especially in geometry. This study aims to develop a QR Code–assisted Pop Up Book learning media based on the Problem Based Learning model for elementary mathematics learning. It employs a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The developed media was validated by three experts: a material expert, a media design expert, and a language expert. The implementation involved 55 fifth-grade elementary school students. Data were collected through observation, interviews, questionnaires, and learning outcome tests. The validation results showed Aiken’s V values ranging from 0.67 to 1.00, indicating high content validity. Students’ learning outcomes improved after using the media, as reflected in an N-Gain value of 0.79, categorized as high improvement. These findings demonstrate that integrating Pop Up Book visualization, QR Code–based digital resources, and the Problem Based Learning approach effectively enhances students’ conceptual understanding of spatial geometry, offering a more comprehensive and integrated instructional approach.]]>
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