LITERATURE STUDY: PROBLEM BASED LEARNING MODEL IN MATHEMATICS LEARNING

This literature study explores the effectiveness of the Problem-Based Learning (PBL) model in mathematics education. Drawing on ten national and international journal articles, the study analyzes how PBL influences students’ conceptual understanding, problem-solving, critical thinking, and learning motivation. The findings consistently demonstrate that PBL enhances students’ higher-order thinking skills and fosters active, collaborative, and independent learning environments. Integrating PBL with technological tools such as GeoGebra or contextual approaches like ethnoscience further increases learning engagement and outcomes. However, several challenges are also noted, including teachers’ difficulties in designing contextual problems, time management issues, and limited resources. Overall, PBL proves to be an effective instructional approach that not only improves academic performance but also cultivates students’ creativity, confidence, and self-directed learning. This study provides practical recommendations for teachers and schools to strengthen training, develop contextual learning materials, and support the sustainable implementation of PBL in mathematics classrooms.