<![CDATA[Objective: This study aimed to examine the effectiveness of an integrated project-based learning and inquiry model in improving mathematics achievement among elementary school students. Conventional mathematics instruction in Indonesian elementary schools remains predominantly teacher-centered and procedurally focused, despite curricular mandates promoting student-centered approaches. Method: A quasi-experimental pretest-posttest control group design was employed. A total of 76 fifth-grade students from two public elementary schools in Ende, Indonesia, participated in the study, with 38 students assigned to the experimental group and 38 to the control group. The experimental group received instruction using the integrated PBL-inquiry model, while the control group received conventional instruction. The mathematical topic covered was fractions. Mathematics achievement was measured using a 20-item multiple-choice test. Data were analyzed using independent samples t-test on gain scores and ANCOVA with pretest scores as the covariate. Results: The experimental group achieved a significantly higher mean gain score (M = 28.42, SD = 8.76) than the control group (M = 19.63, SD = 7.41), with t(74) = 4.73, p < 0.001, and a large effect size (Cohen's d = 1.08). ANCOVA confirmed the significant effect of the integrated model, F(1, 73) = 22.18, p < 0.001, partial eta squared = 0.233. Novelty: This study provides empirical evidence on the effectiveness of integrating PBL and inquiry within a single instructional framework for elementary mathematics, an approach that remains underexplored in Indonesian primary education research.]]>
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