The Effectiveness of Baamboozle's Assisted Problem Based Learning (PBL) Model on Students' Mathematical Problem Solving Ability

The abstract must stand alone so that in the abstract there should be no terms or abbreviations that do not have a definition in the abstract as well. This study aims to examine the effectiveness of the Problem Based Learning (PBL) model assisted by Baamboozle in improving students' mathematical problem-solving ability. This study employed a quantitative approach with a quasi-experimental method using a Posttest Only Control Design. The research was conducted at a public junior high school in Purworejo, Central Java, Indonesia, during the second semester of the 2025/2026 academic year. The sample comprised 64 seventh-grade students, consisting of 32 students in the experimental class and 32 students in the control class, selected through cluster random sampling. The experimental class was taught using the PBL model assisted by Baamboozle, whereas the control class received direct instruction. Data were collected through a mathematical problem-solving ability test developed based on Polya's problem-solving stages. The data were analyzed using the Lilliefors normality test, F-test for homogeneity, and independent samples t-test at a significance level of 5%. The results indicated that the mean score of mathematical problem-solving ability in the experimental class was 75.47, compared with 65.13 in the control class. The hypothesis testing yielded tcalculated = 2.2880 > ttable = 1.6698, indicating a significant difference between the two groups. Thus, PBL assisted by Baamboozle was more effective than direct instruction in supporting students' mathematical problem-solving ability.