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This study aims to improve student learning outcomes through the implementation of the Problem Based Learning (PBL) model assisted by PowerPoint media in Mathematics for Grade I students at SD IT Riyadhoturrohman. The research employs Classroom Action Research (CAR) conducted in two cycles. Each cycle consists of three meetings, following the stages of planning, implementation, observation, and reflection. The research subjects were 16 students from Grade I of SD IT Riyadhoturrohman. The Problem Based Learning model was chosen because it encouraged students to be actively involved in learning through solving contextual problems, while PowerPoint media was used to help visualize the mathematical concepts being taught. The results showed an improvement in students' learning outcomes from the pre-action stage to Cycle I, and a further increase in Cycle II. Additionally, students demonstrated improved participation, conceptual understanding, and teamwork skills. Thus, the implementation of the Problem Based Learning model assisted by PowerPoint media proved to be effective in improving the mathematics learning outcomes of Grade I students at SD IT Riyadhoturrohman.

This study aims to improve the mathematics achievement of third-grade elementary school students through the implementation of the Problem-Based Learning (PBL) model within the framework of Classroom Action Research (CAR). The research was conducted at UPT SD Negeri Kutorejo 1 Tuban and involved 27 students over two instructional meetings. The study was carried out in two cycles, each comprising the stages of planning, implementation, observation, and reflection. Data collection techniques included learning outcome tests, interviews, and documentation. The data were analyzed using both quantitative and qualitative descriptive approaches. The findings indicate a notable improvement in students’ average mathematics scores, increasing from 79.47 in the first cycle to 83.91 in the second cycle. This improvement reflects the positive impact of the PBL model on students' conceptual understanding, problem-solving abilities, and active participation during the learning process. Throughout the intervention, students demonstrated increased engagement in group discussions, greater confidence in expressing ideas, and enhanced independence in addressing given problems. The PBL model proved effective in fostering active, collaborative, and meaningful learning. By presenting real-world contextual problems, the model not only enhanced students’ academic performance but also promoted the development of critical thinking, communication, and social skills. These outcomes align with 21st-century educational goals, which emphasize the cultivation of higher-order thinking skills. Theoretically, this study reinforces the effectiveness of PBL as an innovative pedagogical approach for mathematics instruction at the elementary level. It is recommended that educators systematically and consistently implement the PBL model in classroom practice. Future research is encouraged to explore the interaction between individual student characteristics and instructional models, in order to further optimize learning outcomes across various subject areas.

This class action research was carried out on grade VI students of SD N Sukamaju, Megamendung District, Bogor Regency, for the 2024/2025 Academic Year, to improve mathematics learning outcomes, especially in ratio materials. The Problem-Based learning (PBL) model is applied in two cycles, each of which includes planning, implementation, observation, and reflection. The results showed an increase in student enthusiasm from 35.00% in the initial condition to 60.00% in the first cycle and 75.00% in the second cycle. An increase was also seen in learning outcomes, which increased from 65.65% in cycle I to 91.30% in cycle II. Students' activity in understanding the concept of ratio increased from 60.00% in cycle I to 90.00% in cycle II, while learning satisfaction based on questionnaires increased from 72.50% to 92.50%. The teacher's ability to implement PBL also developed from a fairly good category with a score of 1.9 to very good with a score of 3.24 in the first cycle and 3.9 in the second cycle. The final evaluation showed an increase in student learning completeness from 35.00% in the initial condition to 60.00% in the first cycle and 95.00% in the second cycle, with the average class increasing from 57.50 to 70.00 in the first cycle and 81.75 in the second cycle. These findings indicate that the PBL approach effectively improves student engagement and learning outcomes in understanding the concept of ratios.

This study aims to systematically examine various mathematics learning strategies based on deep learning approaches that can enhance elementary school students’ motivation and academic achievement. In the context of education, deep learning refers to learning processes that emphasize conceptual understanding, interrelated knowledge, and the development of critical and reflective thinking skills. Using the Systematic Literature Review (SLR) method, this research analyzes 20 relevant scholarly articles published between 2015 and 2024, sourced from leading databases such as Google Scholar. The review findings indicate that strategies such as problem-based learning (PBL), project-based learning (PJBL), metacognitive strategies, and the use of interactive learning technologies consistently improve student engagement, foster intrinsic motivation, and enhance mathematics learning outcomes. These findings suggest that integrating deep learning-based instructional strategies is highly relevant for elementary mathematics education, aiming to create more meaningful, student-centered learning experiences.

This study investigates the use of MATLAK (Mathematics Through Congklak) media in improving mathematics learning for class 5C students at SDN 067240 Medan Tembung. The objectives are to: (1) describe the application of MATLAK in the classroom, (2) determine its impact on students' mathematics learning outcomes, (3) analyze its effect on student motivation and engagement, and (4) assess the effectiveness of the traditional congklak game as a learning tool. Conducted as Classroom Action Research (CAR), this study aims to address classroom learning challenges through reflective cycles that enhance both teaching processes and student outcomes. The findings reveal that the integration of the Problem-Based Learning (PBL) model with MATLAK media, rooted in constructivist principles, significantly increased student activity and understanding, especially when problems presented were closely related to daily life. Students were encouraged to collaborate, think critically, and articulate their ideas during discussions. Additionally, student responses toward the use of MATLAK media were overwhelmingly positive, demonstrating increased motivation and active participation. Teacher observations also showed improvement in classroom engagement and implementation effectiveness from cycle I to cycle II. Overall, the study concludes that using the traditional congklak game as a mathematics learning medium when combined with the PBL model effectively enhances learning outcomes and student involvement in class 5C.