<![CDATA[This study aims to synthesize the theoretical concepts of the PbL-RME Model in an effort to improve the numeracy skills of fifth-grade elementary school students. The method used in this study is a literature study. Data sources were obtained from ten scientific articles published in national and international journals, which were accessed through Google Scholar, ERIC, and ScienceDirect databases in the period 2019 to 2025. The data collection technique used documentation, while data analysis used a content analysis method that includes collecting, reading, identifying, grouping, synthesizing, and drawing conclusions. The results of the study show that the PbL-RME Model has a strong theoretical synergy because both are oriented towards contextual problem solving and active student involvement. The integration of the two has been theoretically proven to be able to improve numeracy skills in three main dimensions, namely the use of symbols and numbers in contextual problem solving (the percentage of achievement reached 83.5%), the ability to analyze information in various forms of presentation, and the ability to interpret the results of the analysis and draw conclusions. Supporting factors for the successful implementation of the PbL-RME Model include students' curiosity, which contributes 54.4% to numeracy skills, and the use of learning media such as student worksheets, booklets, and videos, which have proven effective. Thus, the PBL-RME Model is a conceptual framework with great potential to improve the numeracy skills of fifth-grade elementary school students.]]>
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