<![CDATA[This inquiry investigated how Problem-Based Learning (PBL) impacts students' algebraic problem-solving skills, self-regulation, and self-efficacy. Utilizing a quantitative quasi-experimental approach with a pretest-posttest control group design, the study involved 53 eighth-graders Bajiminasa Junior High School in Makassar City, Indonesia. The subjects were divided into an experimental cohort taught via PBL and a control cohort under conventional methods. Data gathering relied on three highly reliable instruments: the Self-Efficacy Questionnaire (SEQ, α = 0.85), Self-Regulation Questionnaire (SRQ, α = 0.88), and Algebraic Problem-Solving Test (APST, α = 0.92). Analytical methods comprised descriptive statistics, independent and paired-samples t-tests, normalized gain (N-gain), and Cohen's d. Initial findings showed no meaningful baseline differences between the groups (p > 0.05). Post-intervention, however, the PBL group substantially outpaced the control group (p < 0.01), achieved a higher normalized gain (0.59, moderate-to-high) than the control group (0.35, moderate), and a substantial effect size (Cohen's d = 1.32). Consequently, PBL proves to be an effective pedagogical tool for bolstering these academic outcomes. Mathematics educators are encouraged to adopt PBL, while future researchers should expand the sample size and diversity to ensure broader generalizability.]]>
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