<![CDATA[This research adopted a pretest–posttest control group experimental design. The primary objective was to investigate the impact of implementing Problem-Based Learning (PBL) integrated with the Education for Sustainable Development (ESD) approach on students’ mathematical problem-solving abilities and mathematical communication skills within the context of matrix learning. The population consisted of all 11th-grade students at SMAN 8 Pontianak (N=280), with two classes selected through probability sampling as the experimental and control groups. Data were collected using essay tests, observations, and documentation, then analyzed using independent samples t-tests, Mann-Whitney tests, and effect size analyses. The findings indicated statistically significant differences between the experimental and control groups (p0.05). Specifically, the experimental group achieved a mean post-test score 20.21% higher than the control group in problem-solving and 36.41% higher in mathematical communication. Strong effect sizes (d=1.84 and r=1.34) further demonstrate that ESD-oriented PBL substantially improved students’ competencies compared to conventional methods.]]>
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