<![CDATA[The integration of coding into Indonesia's elementary curriculum is often constrained by limited technological infrastructure, while students' understanding of number-related concepts remains low. This study examined the effectiveness of an experiential learning model based on unplugged coding in improving elementary students' conceptual understanding of numbers. Using a quantitative quasi-experimental approach with a Nonequivalent Control Group Design, 48 third-grade students from Purwakarta Regency (2025/2026 academic year) were purposively selected and divided into an experimental group (24 students), taught with the unplugged-coding-based experiential model, and a control group (24 students), taught using Problem-Based Learning. Conceptual understanding was measured through a descriptive test covering four indicators, with data analyzed via normality, homogeneity, and independent-sample t-tests, and N-Gain calculations using SPSS. Results showed a statistically significant difference between groups (p = 0.005), with the experimental group scoring higher than the control group. The N-Gain analysis revealed an average improvement of 60.34% (moderately effective) in the experimental group versus 42.83% (least effective) in the control group. These findings confirm that the unplugged-coding-based experiential learning model effectively enhances students' understanding of number concepts, offering a practical, technology-independent strategy for resource-limited educational settings.]]>
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