<![CDATA[Indonesian students' Mathematical Understanding Ability (KPM) remains low. This study aimed to measure the contribution of the PBL model assisted by TS to improving the KPM of high school students regarding matrices, in comparison to the Direct Instruction (DI) model. A quantitative quasi-experimental approach was employed, utilizing a Nonequivalent Control Group design. The sample consisted of an experimental class and a control class at a private high school in Kudus Regency. Data were collected using a test instrument comprising eight essay questions based on five KPM indicators; the instrument was validated, deemed reliable, and demonstrated adequate levels of difficulty and discriminatory power. Data analysis involved normality tests, homogeneity tests, t-tests, and Mann-Whitney U tests performed on pretest and N-Gain data using SPSS. The results revealed that the mean posttest score of the experimental class was higher than that of the control class. A significant improvement in KPM was observed in the experimental class (Asymp. Sig. = 0.000). These findings indicate that integrating PBL with TS is more effective than DI in enhancing KPM, making it a viable alternative instructional model for teaching the topic of matrices.]]>
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