<![CDATA[Although primary school students’ mathematical problem-solving skills have been extensively studied, research on the implementation of the Problem-Based Learning (PBL) model in local primary school contexts remains limited. This study aims to analyze the implementation of PBL in improving students’ mathematical problem-solving skills at SDN 30 Bonto Perak, Pangkep Regency. The study employed a mixed methods approach with a classroom action research design involving 28 students selected through purposive sampling. Data were collected using a test of mathematical problem-solving skills, observation sheets, interviews, and documentation, and then analyzed using descriptive statistics and thematic analysis. The results showed improvements in students’ ability to identify problems, develop solution strategies, apply mathematical procedures, and evaluate solution outcomes. The mean problem-solving score increased from 60.25 in cycle I to 84.10 in cycle II, with an N-gain score of 0.60, which fell within the moderate category. These findings indicate that implementing PBL supports the development of mathematical problem-solving skills in the classroom context studied and enriches research on active learning and problem-based mathematics pedagogy in primary schools. In practical terms, the findings can serve as a reference for teachers and educational institutions in designing learning environments oriented toward problem solving. Future research could examine the integration of PBL with collaborative learning and technology use to support the development of primary school students’ mathematical abilities.]]>
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