<![CDATA[Numeracy enables elementary school students to use mathematical knowledge to understand and solve contextual problems. This study aimed to analyze changes in the numeracy skills of fourth-grade students at UPT SDN 197 Pinrang before and after Problem-Based Learning and to test differences between pretest and posttest scores. A quantitative pre-experimental one-group pretest-posttest design was employed. Saturated sampling involved 27 fourth-grade students. Data were collected through observation, numeracy tests, and documentation and analyzed using descriptive statistics, the Shapiro-Wilk normality test, N-gain, and a paired-samples t-test. The findings showed a pretest mean of 63.93, with 12 students (44.44%) meeting the minimum mastery criterion of 70. The posttest mean increased to 87.83, and all students achieved mastery. Shapiro-Wilk significance values were .075 for the pretest and .063 for the posttest, indicating that the scores met the normality assumption. The mean N-gain was .5827, indicating improvement. The paired-samples t-test yielded t = 10.225, df = 26, and p < .001. The results demonstrate a statistically significant difference in numeracy performance after Problem-Based Learning. Because the study did not include a control group, causal interpretation should remain cautious.]]>
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