Enhancing Students' Mathematical Problem-Solving Skills through Problem-Based Learning

Saniah Afiqoh (Mathematics Education Study Program, Universitas Pendidikan Indonesia, Bandung, Indonesia)
Aline Dorimana (Department of Mathematics Education, University of Rwanda, Kigali, Rwanda)
Abdul Halim (Department of Education, Universitas Negeri Semarang, Semarang, Indonesia)

LOGIKA: Jurnal Pendidikan Matematika
Vol. 2 No. 2: LOGIKA: Jurnal Pendidikan Matematika, Juni 2026

This study aimed to explore the effectiveness of Problem-Based Learning (PBL) in enhancing students' mathematical problem-solving abilities in secondary schools. A quasi-experimental design employing Classroom Action Research (CAR) was conducted in several secondary schools in Indonesia and Rwanda. Data were collected through problem-solving tests, observation, and documentation. Results demonstrated that PBL implementation significantly increased average problem-solving scores from 47.11 to 88.57 after two cycles of intervention. Qualitative observations indicated enhanced student engagement, critical thinking, and collaborative skills. PBL also promoted learning motivation, concept mastery, and student autonomy in tackling mathematical problems. These findings provide practical implications for developing an active and participatory mathematics curriculum.