This study aims to compare the mathematics learning outcomes of students taught using the Dramath method with the Questioning method in grade IV of SD IT Al Qolam. The research method used is a comparative quantitative with a quasi-experimental design. The sample consisted of two classes, each given different treatments: group A using the Dramath method and group B using the Questioning method. The instrument used was a learning outcome test in the form of a pre-test and post-test. The results of the data analysis showed that there was a significant difference between the learning outcomes of students in both groups. The group taught using the Dramath method obtained an average post-test score of 83.33, while the group taught using the Questioning method obtained an average of 75.52. The t-test results showed a significance value of 0.000 < 0.05, which means there was a significant difference between the two groups. These findings indicate that the Dramath method is more effective in improving students' mathematics learning outcomes than the Questioning method. The implications of this study indicate the importance of selecting contextual, enjoyable, and appropriate learning methods according to the characteristics of elementary school students to improve understanding of mathematical concepts.