<![CDATA[The development of students' mathematical communication ability has become one of the key objectives of mathematics education in the 21st century. Nevertheless, many senior high school students continue to experience difficulties in expressing mathematical ideas effectively. In response to this issue, this research aimed to compare the effectiveness of the Problem-Based Learning (PBL) and Guided Inquiry Learning (GIL) models in improving students' mathematical communication ability. A quantitative method employing a quasi-experimental non-equivalent control group design was implemented at SMA Negeri 50 Jakarta on the topic of Three-Variable Linear Equation Systems (SPLTV). Students' mathematical communication ability was measured using a validated test instrument, and the collected data were analyzed through an independent samples t-test. The findings revealed that students taught using the PBL model achieved greater learning gains, obtaining a moderate normalized gain (N-Gain) score of 0.486. Meanwhile, the GIL group obtained an N-Gain score of 0.289, which fell into the low category. Statistical analysis produced a significance value of 0.000, indicating that the PBL model was significantly more effective than GIL in enhancing students' mathematical communication ability. Keywords: Guided Inquiry Learning, Mathematical Communication Ability, Problem-Based Learning.]]>
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