<![CDATA[This study determined the effect of the Problem-Based Learning (PBL) model assisted by tiered Student Worksheets on the mathematical conceptual understanding of eighth-grade students at SMPN 22 Mataram in the 2025/2026 academic year. This quasi-experimental research employed a posttest-only control group design. The population comprised all 50 eighth-grade students at SMPN 22 Mataram in the 2025/2026 academic year. The sample was divided into an experimental class, which received the Problem-Based Learning (PBL) treatment assisted by tiered Student Worksheets, and a control class taught using direct instruction. Data were collected via an essay test and learning implementation observation sheets. Data analysis involved normality, homogeneity, independent samples t-test with separate variances, and Cohen’s d effect size tests. Results indicated that the experimental class demonstrated better conceptual understanding than the control class. Statistical analysis showed that the t-value (2.456) exceeded the t-table (2.011), rejecting the null hypothesis. Additionally, the effect size was 0.699, falling into the medium category. Thus, the Problem-Based Learning model assisted by tiered Student Worksheets significantly affects students’ mathematical conceptual understanding.]]>
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