<![CDATA[Penelitian ini berangkat dari rendahnya kemampuan berpikir refraktif matematis dan self-efficacy peserta didik kelas VIII di MTs Madani Alauddin. Tujuannya adalah menguji efektivitas penerapan model Problem Based Learning (PBL) pada pendekatan pembelajaran berdiferensiasi terhadap kedua kemampuan tersebut. Penelitian ini menggunakan metode kuasi-eksperimen dengan desain post-test only control group. Populasinya adalah seluruh siswa kelas VIII (138 orang), dengan sampel kelas VIII D dan VIII A yang dipilih menggunakan cluster random sampling. Instrumen yang digunakan adalah modul ajar, soal tes kemampuan berpikir refraktif, angket self-efficacy dan pedoman wawancara. Pengujian hipotesis menggunakan uji independent sample t-test. Hasil uji menunjukkan nilai signifikansi , yang berarti terdapat perbedaan signifikan pada kemampuan berpikir refraktif matematis dan self-efficacy antara kelas yang diajar dengan model PBL berdiferensiasi dan kelas kontrol (pembelajaran langsung). Selain itu, hasil uji efisiensi relatif menunjukkan bahwa model PBL berdiferensiasi lebih efisien daripada model pembelajaran langsung. Kesimpulannya, model problem based learning dengan pendekatan pembelajaran berdiferensiasi efektif dalam meningkatkan kemampuan berpikir refraktif matematis dan self-efficacy peserta didik kelas VIII MTs Madani Alauddin. Kata kunci: Problem Based Learning, Pembelajaran Berdiferensiasi, Kemampuan Berpikir Refraktif Matematis, dan Self Efficacy Abstract: This study stems from the low level of mathematical reflective thinking ability and self-efficacy among eighth-grade students at MTs Madani Alauddin. The aim is to examine the effectiveness of implementing the Problem Based Learning (PBL) model with a differentiated learning approach on these two abilities. This study uses a quasi-experimental method with a post-test only control group design. The population includes all eighth-grade students (138 people), with sample classes VIII D and VIII A selected using simple random sampling. The instruments used are a reflective thinking ability test and a self-efficacy questionnaire. Hypothesis testing was conducted using an independent sample t-test. The results showed a significance value of 0.00<0.05, which means there is a significant difference in mathematical reflective thinking ability and self-efficacy between the class taught using the differentiated PBL model and the control class (direct instruction). In addition, the relative efficiency calculation shows that the differentiated PBL model is more efficient than the direct learning model. In conclusion, the problem-based learning model with a differentiated learning approach is effective in improving the mathematical reflective thinking skills and self-efficacy of eighth-grade students at MTs Madani Alauddin. Keywords: Problem Based Learning, Differentiated Learning, Mathematical Reflective Thinking Ability, and Self-Efficacy]]>
