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The purpose of this research is to examine the effects of project-based learning (PjBL) and project-based assessment on students' mathematical communication skills (KKM) and KKM as it relates to students' confidence in their own abilities to learn mathematics using PjBL. There is a sequential explanatory design included into the mixed-methods study. Based on their self-efficacy levels, six research participants were selected from among X-to-8th graders at SMAN 6 Cirebon. First, the PjBL learning model with project assessment raised the bar for mathematics education in KKM schools, and second, students who scored higher on the self-efficacy scale were more likely to achieve all KKM indicators, including the following: (1) transforming mathematical problems into written mathematical ideas; (2) expressing mathematical problems visually (through drawings or models); (3) demonstrating organized and structured problem-solving in writing; and (4) writing written evaluations of mathematical ideas. Only subjects in the moderate self-efficacy groups met the KKM indications, which include the ability to verbalize mathematical concepts, as well as the ability to visualize or model mathematical issues. Only subjects in the low self-efficacy group were able to fulfill the KKM indicators, which include the following: assessing mathematical concepts in writing and presenting orderly and structured written mathematical problem solving
Noor et al. (Sat,) studied this question.