This study aims to improve the mathematics learning outcomes of fifth-grade students of Khalid bin Walid Elementary School Muhammadiyah 1 Pekanbaru on the Least Common Multiple (LCM) material through the implementation of scaffolding strategies. This study uses a Classroom Action Research (CAR) approach which is implemented in two cycles, each cycle consisting of two meetings. The research subjects were 32 students. The instruments used included learning outcome tests, observation sheets, questionnaires, and interviews. The results showed an increase in learning outcomes from the pre-research to cycle II. The average student score increased from 74.17 with classical completeness of 56.67% in the pre-research to 86.25 with classical completeness of 82.14% in cycle II. Student responses through the questionnaire were also positive, with 33.78% stating strongly agree and 25.56% agreeing that the scaffolding strategy helped them understand the material, while only 11.33% stated strongly disagree. Interviews with classroom teachers revealed that before the scaffolding was implemented, most students had not yet mastered multiplication memorization, thus struggling to understand LCM. However, after the gradual learning, students showed improvements in determining multiples, independence, and confidence, resulting in improved student learning outcomes.