<![CDATA[This study aims to investigate how the implementation of the Problem-Based Learning (PBL) model affects students’ analytical skills and mathematical problem-solving abilities in fifth-grade students at SDN 2 Ngrambingan. The research employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The research subjects consisted of 40 students divided into two groups, namely the experimental group and the control group, selected using a saturated sampling technique. Data were collected through written tests designed to measure students’ analytical skills and mathematical problem-solving abilities. The data were analyzed using Multivariate Analysis of Variance (MANOVA) after meeting the prerequisite tests of normality and homogeneity. The results indicated that the implementation of the PBL model had a significant effect on students’ analytical skills (p < 0.05), but did not have a significant effect on students’ mathematical problem-solving abilities (p > 0.05). These findings suggest that the PBL model is effective in improving students’ analytical skills in mathematics learning; however, it has not yet been sufficiently effective in enhancing students’ mathematical problem-solving abilities. Therefore, continuous implementation of the PBL model, supported by more challenging problem designs, is required to optimize the development of students’ mathematical problem-solving abilities.]]>
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