<![CDATA[Background: Elementary students frequently encounter difficulties understanding abstract geometric concepts, particularly when instruction relies on verbal explanations and memorization. Concrete manipulatives, such as geoboards, offer opportunities to explore geometric properties through hands-on learning. Aims: This study aims to examine changes in second-grade students’ mathematics learning outcomes following geoboard-assisted instruction in plane geometry. Method: A quantitative pre-experimental study employing a one-group pretest–posttest design involved 17 second-grade students at MI Fathul Huda Singkut, Indonesia, selected through total sampling. Data were collected using achievement tests and analyzed through descriptive statistics and the Wilcoxon Signed-Rank Test. Results: The mean achievement score increased from 69.12 to 93.18, while learning mastery improved from 52.94% to 100%. The Wilcoxon test revealed a statistically significant pretest–posttest difference (Z = −2.925, p = 0.003), with a large effect size (r = 0.731). Conclusion: Geoboard-assisted instruction was associated with significant improvements in students’ mathematics achievement. However, the absence of a control group and limited sample size prevent causal conclusions, highlighting the need for further controlled investigations.]]>
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