<![CDATA[This study aimed to analyze the improvement of students' mathematical problem-solving ability after participating in Challenge Based Learning (CBL) assisted by Live Worksheet and to describe their problem-solving ability in terms of learning motivation. A mixed-methods approach with a sequential explanatory design was employed. The quantitative phase involved an experimental group receiving CBL assisted by Live Worksheet and a control group receiving Problem Based Learning. The participants were 48 tenth-grade students of SMKN Jawa Tengah in Semarang, with 24 students in each group. Data were collected through mathematical problem-solving tests, a learning motivation questionnaire, interviews, and documentation. The results showed that the experimental group's mean score increased from 53.58 in the pretest to 85.67 in the posttest, an increase of 32.09 points. The Paired Samples t-Test yielded a significance value of 0.000 < 0.05, indicating an improvement in mathematical problem-solving ability. The experimental group's N-Gain was 0.6768, while the control group's was 0.5636; both were classified as medium. In terms of learning motivation, highly motivated students tended to demonstrate more complete problem-solving processes. Students with moderate motivation generally understood and planned solutions but were less consistent in monitoring and reflection, while students with low motivation experienced greater difficulties in applying strategies and checking solutions. These findings indicate that CBL assisted by Live Worksheet was followed by improved mathematical problem-solving ability, while learning motivation described variations in students' problem-solving processes.]]>
