<![CDATA[This study aimed to analyze the effect of Project-Based Learning assisted by GeoGebra on students’ mathematical self-efficacy and mathematical problem-solving ability. This research employed a quasi-experimental method using a nonequivalent control group design with a pretest-posttest pattern. The sample consisted of 88 seventh-grade students of SMP Negeri 6 Mataram selected through cluster random sampling. The experimental class learned through Project-Based Learning assisted by GeoGebra, whereas the control class learned through discovery learning commonly applied by the teacher. Data were collected using a mathematical self-efficacy questionnaire and a mathematical problem-solving test, then analyzed using descriptive statistics, ANCOVA, and multivariate analysis. The results showed that students in the experimental class achieved higher mathematical self-efficacy and mathematical problem-solving ability than those in the control class. The ANCOVA results indicated a significant effect on mathematical self-efficacy (Sig. = 0.000; Partial Eta Squared = 0.489) and mathematical problem-solving ability (Sig. = 0.000; Partial Eta Squared = 0.374). The multivariate analysis also showed a significant simultaneous effect on both variables (Sig. = 0.000; Partial Eta Squared = 0.562). Therefore, Project-Based Learning assisted by GeoGebra is effective in improving students’ mathematical self-efficacy and mathematical problem-solving ability.]]>
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