<![CDATA[This study aims to examine the effectiveness of Problem-Based Learning (PBL) on fifth-grade students' computational thinking abilities in the topics of Least Common Multiple (LCM) and Greatest Common Factor (GCF). A quantitative quasi-experimental approach with a Nonequivalent Control Group Design was employed, involving 25 students in class V-A as the experimental group and 25 students in class V-B as the control group at SDN Arilangga I/198 Surabaya. Data were collected through a computational thinking test encompassing four indicators: decomposition, pattern recognition, abstraction, and algorithmic thinking. Data analysis involved descriptive statistics, Shapiro-Wilk normality tests, Wilcoxon tests for within-group effectiveness, and Mann-Whitney U tests for N-Gain comparison between classes. Results showed that a highly significant improvement in the experimental group (Z = −4.163; p < .001; r = .833), while the Mann-Whitney U Test confirmed a significant posttest difference between groups (U = 202.500; Z = 2.210; p = .027; r = .313). The N- Gain score of the experimental group (M = 0.517) was significantly higher than the control group (M = 0.339), confirmed by a Mann-Whitney U test on N-Gain scores (U = 421.5; Z = 2.430; p = .015; r = .347). Therefore, the Problem-Based Learning model proved more effective than conventional learning in improving elementary students' computational thinking abilities in LCM and GCF topics.]]>
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