<![CDATA[Mathematics learning outcomes of fifth-grade students at SD 1 Jati Kulon were still low, mainly because lessons were teacher-centered and no concrete media was available to help students understand place value and operations on large whole numbers. This classroom action research aimed to improve teacher skills and students’ mathematics learning outcomes through the Problem Based Learning (PBL) model assisted by Pasifik (Papan Safari Hitung Interaktif), an interactive safari-themed counting board. The study followed the Kemmis and McTaggart spiral and was carried out in two cycles on the topic of whole numbers up to 100,000, with 35 fifth-grade students as subjects. Data were collected through written tests, teacher skill observation (10 indicators, scale 1–4), interviews with the classroom teacher, field notes, and documentation. Test results were analyzed descriptively and compared across cycles; qualitative data were analyzed with the interactive model of Miles, Huberman, and Saldana. Teacher skills increased from 29 points (72.5%, Good) in Cycle I to 36 points (90%, Very Good) in Cycle II. The class mean rose from 51.27 to 81.01, and the number of students reaching the minimum mastery criterion (70) grew from 13 (37.14%) to 31 (88.57%). All 35 students improved their scores, although four students remained below the criterion. Both success indicators were therefore achieved by the end of Cycle II.]]>
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