<![CDATA[Mathematical communication is a crucial competency for students in mathematics education; nevertheless, learners frequently struggle to articulate and convey mathematical concepts. This research examined the impact of integrating the Problem-Based Learning (PBL) model with a scientific approach on the mathematical communication abilities of secondary school students. Utilizing a quantitative design with a quasi-experimental approach, specifically a posttest-only control group design, the study selected participants via cluster random sampling, involving 56 students from two classes at SMA Negeri 1 Purwonegoro during the 2025/2026 academic year. Class X-8, consisting of 30 students, was assigned as the experimental class and received the PBL model integrated with a scientific approach, while Class X-6, consisting of 26 students, served as the control class and received conventional learning. Data collection relied on mathematical communication assessments and instructional observations. Subsequent analysis using normality, homogeneity, and independent samples t-tests in SPSS yielded a significance score of 0.017 (p < 0.05), thereby rejecting the null hypothesis (H₀) and accepting the alternative hypothesis (H₁). The results confirm that incorporating a scientific approach into PBL substantially enhances students' mathematical communication skills. Furthermore, the instructional implementation attained an average score of 88%, placing it in the "very good" category.]]>
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