<![CDATA[Background: Mathematical disposition is a key affective factor influencing students’ confidence, persistence, flexibility, and interest in mathematics. However, previous studies have reported that many students still show low mathematical disposition, as reflected in limited confidence, low persistence, and passive participation in mathematics learning Aims: This study examined the effect of problem-based learning (PBL) on senior high school students’ mathematical disposition. Methods: This study employed a quantitative approach using a quasi-experimental method with a nonequivalent pretest - posttest control group design. The sample consisted of two eleventh-grade classes (n = 60) at SMA Negeri 2 Majene, West Sulawesi, Indonesia, selected through cluster random sampling. Students completed a Likert-scale questionnaire on mathematical disposition, and the data were analyzed using descriptive statistics, N-Gain scores, and independent-samples t-tests. Result: The results showed that PBL significantly improved students’ mathematical disposition. The experimental class’s scores increased from 47.9 to 83.6, whereas the control class increased from 44.9 to 54.2. The experimental class achieved a high N-Gain score of 0.7, indicating strong improvement, while the control class showed a low gain of 0.2. Hypothesis testing revealed a statistically significant effect (p < 0.001). Conclusion: PBL was effective in improving students’ mathematical disposition through active, collaborative, and reflective learning experiences. This study is novel in focusing on mathematical disposition as the primary outcome and implementing PBL among students with initially low disposition.]]>
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