<![CDATA[Improving mathematics learning outcomes remains a major challenge in junior secondary classrooms, particularly when instruction is dominated by teacher-centred explanation and students struggle to solve contextual problems. Although Problem-Based Learning (PBL) has been widely promoted as an effective instructional approach, limited classroom-based evidence explains how it improves both learning processes and outcomes in rural mathematics contexts. This study investigated the implementation of PBL to improve the mathematics learning process and learning outcomes of Grade VII students in Meranti Regency, Riau Province, Indonesia. The study employed Classroom Action Research with a descriptive quantitative–qualitative approach involving 30 students. The intervention was conducted in two cycles, each consisting of planning, action, observation, and reflection. Data were collected through classroom observations, mathematics learning outcome tests, competency-indicator assessments, and score-distribution analysis. The findings showed that PBL improved student participation, group discussion, problem-solving behaviour, and willingness to present mathematical ideas. Students achieving the Minimum Completeness Criteria increased from 40.00% at baseline to 53.33% in Cycle I and 66.67% in Cycle II. The estimated mean score also increased from 57.37 to 69.65 and then to 76.92. Indicator analysis showed the highest achievement in determining triangle properties (96.67%), while difficulties remained in parallelograms, trapezoids, rhombuses, and kites. Score distribution shifted from lower intervals toward good and excellent categories. These findings indicate that PBL strengthens mathematics learning through active engagement, collaborative reasoning, contextual problem solving, and reflective scaffolding in classrooms with diverse achievement levels and limited instructional resources available.]]>
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