<![CDATA[Mathematics learning outcomes are not merely administrative indicators; they reflect the extent to which students have mastered conceptual understanding. This study aims to analyze elementary school students’ mastery of the Least Common Multiple (LCM) by comparing mathematics achievement scores across different schools. The study employed a quantitative approach with an ex post facto research design. The sample consisted of 70 fifth-grade students from four Madrasah Ibtidaiyah in West Bandung Regency, namely MI Muktarul Arifin, MI Al-Qodar, MI Darussyifa Al-Musri’ 1, and MIS Jauharul Huda. The final mathematics scores were analyzed using descriptive and inferential statistical techniques. Normality and homogeneity tests indicated that the data did not fully meet the assumptions for parametric analysis; therefore, the Kruskal–Wallis test was used to examine differences among groups. The findings showed a statistically significant difference in students’ mastery of LCM material by school affiliation. Post hoc analysis further showed that MI Al-Qodar consistently had significantly different learning outcomes than the other three schools, while MI Muktarul Arifin, MI Darussyifa Al-Musri’ 1, and MIS Jauharul Huda showed relatively comparable achievement levels. These findings indicate that students’ mastery of LCM varies across schools, suggesting differences in local learning environments. Practically, these results underscore the need for targeted instructional interventions and standardized teaching strategies to address conceptual gaps and ensure equitable mathematics achievement across elementary schools.]]>
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