<![CDATA[This study aims to examine the retention of students reflective mathematical thinking abilities, as a result of the use of problem-based learning. This research is a quasi-experimental research with non equivalent control group design (The Non Equivalent Control Group Design). This research was conducted at MAN Ngawi. The results conclude that there is a significant difference in retention of reflective mathematical thinking among students who have problem-based learning and students who have received conventional learning. Furthermore, the retention of mathematical reflective thinking skills of students who acquired problem-based learning was significantly better than that of students who received conventional learning. This is because in the implementation of problem-based learning is supported by teaching materials that take into account the aspects of mathematical reflective thinking ability, the accuracy of teacher interventions in providing scaffolding, and implementation of problem-based learning itself that requires the active involvement of students to interact, reflect, construct and create knowledge and experience of the students themselves into new problems or situations.]]>
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