<![CDATA[The purpose of this study was to determine whether fifth graders' grasp of mathematical concepts related to the Least Common Multiple (LCM) and the Greatest Common Divisor (GCD) is influenced by the Concrete-Pictorial-Abstract approach when it is combined with congklak media. This quantitative inquiry followed a One-Group Pretest-Posttest pre-experimental design. Using purposive sampling, 23 pupils of class V-A were involved. The instrument consisted of seven essay questions built on Kilpatrick's six conceptual understanding indicators, and two experts confirmed its content validity (Gregory's CV = 0.85). All computations were run in Jamovi for Windows, covering Shapiro-Wilk testing for normality, a paired-samples t-test, and Cohen's d as the measure of effect size. Pupils' conceptual understanding in mathematics turned out to improve positively and significantly after they learned through Concrete Pictorial Abstract assisted by congklak media. The t-test returned p < 0.001 (< 0.05), and the average score moved from 19.6 to 23.1; hence, the alternative hypothesis was supported, and the magnitude of the effect fell in the large range (Cohen's d = −1.46). These outcomes suggest that teachers can strengthen fifth graders' mastery of LCM and GCD by applying Concrete Pictorial Abstract with congklak media more optimally.]]>
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