<![CDATA[The low mathematical literacy of Indonesian students in PISA 2022 indicates a weakness in mathematical representation skills. Although cognitive theory highly emphasizes the importance of mathematical representation conversion activities, pedagogical approaches that practically facilitate these skills in the classroom are still minimal, especially in complex material like trigonometry. This study aims to determine the effect and its magnitude of applying the Problem-Based Learning (PBL) model on students' mathematical representation conversion skills in trigonometry. This quantitative quasi-experimental study used a Post-Test Only Control Group Design. Sampling used Cluster Random Sampling, establishing experimental and control classes at MAN Kota Mojokerto. Data were collected through a validated essay test instrument, then analyzed using the Independent Sample T-test and Cohen’s d test. The analysis showed a significance value of 0.013 < 0.05, proving a significant mean difference. The effect size test obtained a Cohen’s d value of 0.6426. In conclusion, applying the PBL model significantly affects students' representation conversion skills within a moderate category. Therefore, educators are recommended to implement contextual PBL to optimize these skills.]]>
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