<![CDATA[This study was motivated by the low mathematics learning outcomes of fourth-grade students at SDN 07 Sungai Raya, which were associated with teacher-centered learning that made students less active and had difficulty solving problems. This study aimed to determine the effect of the Problem Based Learning (PBL) model on the mathematics learning outcomes of fourth-grade students on area measurement material. The study used a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The sample consisted of 52 students, with 26 students in the experimental class and 26 students in the control class. Data were collected using tests and observations and analyzed using the Shapiro-Wilk normality test, Levene homogeneity test, independent-samples t-test, and normalized gain (N-Gain). The mean pretest scores were 53.27 for the experimental class and 54.81 for the control class, while the mean posttest scores were 79.23 and 70.38, respectively. The independent-samples t-test produced a significance value of 0.004 < 0.05, indicating a significant effect of PBL on students' mathematics learning outcomes. The N-Gain score was 0.567 for the experimental class and 0.329 for the control class; both were categorized as moderate. The findings indicate that PBL can be used as an alternative learning model for mathematics instruction in elementary school, particularly for area measurement.]]>
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