<![CDATA[Mathematics learning in Indonesian senior high schools is rarely integrated with local culture. This study investigated the effect of Problem-Based Learning (PBL) in the Randai Dance context on students' mathematical problem-solving ability and learning motivation. The study employed a quantitative approach with a quasi-experimental nonequivalent control group pretest-posttest design. The sample consisted of 68 eleventh-grade students from a public senior high school in Padang, Indonesia, divided into an experimental class using PBL integrated with Randai dance and a control class using conventional learning. Instruments included a mathematical problem-solving ability test and a learning motivation questionnaire. Data were analyzed using independent samples t-tests, N-gain, Cohen's d, and Pearson product-moment correlation. Results showed that experimental-class students' mathematical problem-solving ability differed significantly from that of the control class, with a large effect size (d = 0.87). Students' learning motivation was also significantly higher in the experimental class, particularly in the relevance and attention aspects. The two variables were also positively and significantly correlated. These findings suggest that PBL integrated with Randai dance can support students' cognitive and affective outcomes and offer teachers an innovative way to design contextual learning.]]>
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