Problem-solving is a crucial part of the mathematics curriculum because students build the experience of solving problems using knowledge and skills in the learning process. This study’s main issue focused on primary students’ achievement in solving non-routine mathematics problems. Based on the analysis of previous studies in determining the performance of solving non-routine problems, it was discovered that the student performance level is still low. Therefore, creating a learning environment that can attract interest and deepen the performance in non-routine problem-solving among primary students is important. Problem-Based Learning (PBL) was identified as the most suitable learning strategy to improve non-routine mathematical problem-solving. In this era of rapidly developing technology, it is appropriate if PBL is integrated with technology (GeoGebra) to increase its effectiveness in improving performance in non-routine problem-solving. Therefore, GeoGebra-Assisted Non-Routine PBL Strategy was applied as a learning approach for this study. In this study, 30 students from School A (control group) and 30 from School B (experimental group) were involved. Note that the experimental group utilized GeoGebra-Assisted Non-Routine PBL Strategy in teaching and learning. Subsequently, data were analyzed using SPSS 22 to obtain the percentage and mean. The results indicate that the experimental group’s performance in non-routine problem-solving was better than the control group. This learning strategy improved the primary school student performance in non-routine mathematical problem-solving.

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