Background: Many students still struggle to learn mathematics effectively, especially when lessons rely heavily on teacher explanations and lack real-world connection. To improve this, teaching strategies that involve students actively in the learning process are needed. One of them is the Problem-Based Learning (PBL) model, which helps students learn through solving meaningful problems. Aims: This study explores how the Problem-Based Learning model influences students’ understanding and performance in mathematics, focusing on the topic of linear equations in two variables for Grade VIII students. Methods: A quasi-experimental design was applied, involving two student groups: one group was taught using the PBL model, while the other used traditional instruction. Students were given problem-solving tests before and after the learning activities. These tests were used to see how their skills developed during the learning process. Finding: Students who took part in the learning process using the PBL method showed better understanding and stronger problem-solving abilities than those in the conventional group. The approach encouraged them to think more deeply, participate actively, and relate mathematics to everyday situations. Significance: This research highlights that PBL can be a useful method for improving students’ learning results in mathematics. Teachers are encouraged to consider using this model in their classes to make learning more meaningful and effective.
Aminah et al. (2025) studied this question.