<![CDATA[This study is motivated by the gap between the importance of mathematical communication skills and the fact that such skills remain low in practice. The objectives of this research are: to determine the improvement of mathematical communication skills of school students who use the Problem-Based Learning (PBL) model assisted by GeoGebra compared to conventional learning. The research employed a mixed-method approach with a convergent parallel design. Subject of thi research is 64 eighth-grade students divided into experimental and control classes. Research instruments included a mathematical communication skills test and a response questionnaire. Quantitative data were analyzed through normality, homogeneity, and t-tests, while qualitative data were analyzed using data reduction, data display, and conclusion drawing techniques. The results show that students who learned through the PBL model assisted by GeoGebra achieved better mathematical communication skills than those in conventional learning. Students’ responses toward the learning process were generally positive, although some faced time limitations and difficulties operating GeoGebra. This study provides an effective technology-based learning model alternative.]]>
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