<![CDATA[Vocational mathematics learning should help students use mathematical ideas in authentic workplace contexts. However, students’ numeracy skills remain an important concern, particularly in applying mathematical concept, interpreting information, and using result to make decisions. In addition, mathematics learning observed in the vocational school context tended to emphasize procedural instruction, with limited opportunities for students to angage with contextual problems. This study examined the effect of Problem Based Learning (PBL) assisted by culinary-context worksheets on the numeracy skills of tenth-grade culinary students. A quasi-experimental posttest-only control-group design involved 54 students: 27 in the experimental class and 27 in the control class. Data were collected using a five-item essay test and classroom implementation observation sheets. Content validity was assessed using Aiken's V. Posttest scores were analyzed using the Shapiro-Wilk test, Levene's test, an independent-samples t-test, and Cohen's d. The experimental class obtained a higher mean score (78.81) than the control class (56.89). The difference was significant, t(52) = 6.218, p < .001, with a large effect, d = 1.692. The experimental class outperformed the control class across all numeracy indicators and cognitive levels. The highest experimental-class scores occurred for using mathematical symbols and applying concepts, whereas interpreting results for decision-making and reasoning remained the most challenging areas. PBL assisted by culinary-context worksheets therefore provides a contextually relevant approach to supporting the development of numeracy skills among vocational students.]]>
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