Problem-Based Learning in Improving Problem-Solving Ability and Interest in Learning Mathematics: An Empirical Study

Abstract


Introduction
Mathematics education has a crucial role in students' intellectual development and their success in various fields of science (Veldhuis & Heuvel-Panhuizen, 2019).However, there are significant challenges in the world of education related to interest in learning mathematics, which often decreases students' limited problem-solving abilities (Khatimah & Sugiman, 2022).Teaching mathematics is much like building a house, and if the foundation is weak, many difficulties will appear later (Uya, 2023).This is a deep concern in efforts to improve the quality of education.
To improve students' problem-solving skills, teachers can develop students' mathematical literacy through contextual problems such as cultural, historical, or problems related to the student's Nisa' et.al. (2023) environment (Prapti, Susanto, & Sumardi, 2023).We need to address low interest in learning mathematics and limited problem-solving abilities immediately.This challenge illustrates that more than conventional approaches to teaching mathematics may be needed to meet the demands of the everevolving world of education.Therefore, this research will focus on the Problem-Based Learning (PBL) Learning Model as an interesting and potential alternative.PBL is known for encouraging students to take an active role in solving real-world problems, promoting collaboration, and developing critical thinking skills (Wurdinger & Qureshi, 2015).This approach aims to create a learning environment that stimulates the development of students' problem-solving abilities and fosters a more positive interest in learning mathematics.
Currently, mathematics education has become an important subject in efforts to improve students' problem-solving abilities and interest in learning.Various recent sources, such as research, highlight that the main challenge in learning mathematics is how to overcome the decline in interest in learning mathematics and strengthen students' problem-solving abilities (Novita, 2021).The state of the art in mathematics education highlights the Problem-Based Learning (PBL) learning model as the most upto-date and promising approach.Recent research shows that PBL encourages students to play an active role in solving real-world problems, collaborating with fellow students, and developing critical thinking skills (Amin et al., 2020).The results of this research show that PBL can help significantly improve students' problem-solving abilities and stimulate their interest in mathematics.However, although several studies have confirmed the efficacy of PBL, there is still room for further research in diverse mathematics education contexts.This research will deepen our understanding of how PBL can be applied effectively in improving students' problem-solving abilities and interest in learning mathematics by considering the latest findings in this approach, as explained by various recent sources.
The background of this research reflects the challenges in mathematics education, which involve students' problem-solving abilities and learning interests.On the one hand, recent sources confirm that declining interest in learning mathematics is a severe concern in education (Tambunan et al., 2021).This shows that there is a gap between the hope of creating high interest in learning mathematics and the reality of the decline in interest observed in the field.On the other hand, the state of the art in mathematics education highlights the Problem-Based Learning (PBL) learning model as a promising approach.Previous research shows that PBL encourages the development of students' problem-solving abilities (Ulger, 2018).This creates an element of novelty in the background, indicating that PBL could be an effective solution to overcome the gap between challenges in interest in learning mathematics and potential solutions in PBL.
The research problem underlying this study is the need for more interest in learning mathematics and the limitations of students' problem-solving abilities in the educational context.Low interest in learning mathematics can hinder students' academic achievement and reduce their confidence in dealing with mathematics material.On the other hand, limited problem-solving abilities can hinder the development

Problem-Solving Ability
Quantitative data was generated from the results of the pretest and post-test carried out in the Control class, namely class VII E. The experimental class, namely class VII D. The pretest and post-test were problem-solving tests given before and after learning was given in both the experimental class and the control class.The pretest and post-test consist of 5 numbered description questions on the data presentation material.This test shows the extent to which students' problem-solving and interest in learning have increased.Below are presented the results of the pretest and post-test descriptive analysis in Table 2.     ' et.al. (2023) with the t-paired sample test.The purpose of the t-paired sample test is to see whether there is a difference between the average problem-solving score before and after treatment.The results of the tpaired sample test are shown in Table 3. Sig.0,012 Table 3 shows that the significance value of mathematical problem solving is 0.012 (p-value <0.05), so Ha is accepted: PBL learning has an effect on problem-solving.

Problem-solving Ability
This research provides significant results regarding the influence of the Problem-Based Learning (PBL) Learning Model on increasing students' problem-solving abilities and interest in learning mathematics (Table 3).The research results show that using PBL in mathematics learning can significantly improve students' problem-solving abilities, which is reflected in the increase in the average score on the problem-solving test before and after implementing PBL.This aligns with previous research suggesting the effectiveness of PBL in improving students' problem-solving abilities in various learning contexts (Warnock & Mohammadi-Aragh, 2016).
Previous studies have highlighted that PBL provides a more in-depth and contextual learning experience, which can stimulate students to develop better problem-solving abilities (Nuryami & Muhammad, 2023).In mathematics, previous research shows that PBL can enable students to apply mathematical concepts in real-world situations, improving their understanding of the material and their ability to solve mathematical problems (Kurniawati et al., 2023).
In addition, the findings of this study also support other research that highlights the positive relationship between interest in learning and mathematical problem-solving abilities.Previous research also shows that high interest in learning can increase students' motivation to overcome complex tasks, such as mathematics problems (Arthur et al., 2022).This is in line with our findings, which show that students who feel happiness and interest in mathematics learning tend to have better problem-solving abilities (Table 3).However, it is essential to note that our study also identified variations in the impact of PBL depending on the learning interest indicators used.Although having a regular study schedule also shows a positive correlation with math problem-solving, this relationship tends to be weaker than other indicators, such as student enjoyment and engagement in learning.
In order to relate these findings to previous research, our results support the idea that PBL is a practical learning approach in stimulating students' problem-solving abilities and their learning interest in mathematics subjects.Therefore, using PBL in mathematics teaching can be a valuable strategy for improving students' academic achievement and cultivating their interest in this subject.However, it is essential to remember that students' learning interests have various aspects, and it is necessary to combine various learning strategies that suit students' needs and preferences to maximize mathematics learning outcomes.

Student Learning Interests
The results of this research, as depicted in Table 4 and related descriptions, provide a robust picture of the relationship between students' learning interests and mathematical problem-solving abilities.These findings are from several previous studies highlighting the critical role of interest in learning in increasing students' academic achievement.First of all, this study's results show that most students (85%) feel happy when learning mathematics.From the analysis, students who feel happy when learning mathematics tend to have better problem-solving abilities than those who do not feel happy.
This finding aligns with previous research, which shows that positive emotions such as joy can increase students' motivation and performance in solving mathematics problems (Suparman et al., 2021).
Furthermore, around 75% of students in this study expressed interest in mathematics material.The analysis found that students' level of interest was positively related to their mathematical problemsolving abilities.Previous research emphasizes that interest in learning is essential in motivating students to explore and understand lesson material better (Herpratiwi & Tohir, 2022).Apart from the interest in learning, the research results also reflect that students' active involvement in the mathematics learning process significantly positively impacts problem-solving abilities.This is in line with previous findings highlighting the importance of student involvement in active learning, especially in mathematics (Lugosi & Uribe, 2020).
Then, tenacity and discipline in studying and doing mathematics assignments have also been proven to have a strong positive correlation with problem-solving abilities.Students with a high level of tenacity tend to be more adept at solving mathematical problems.Previous research shows that the nature of persistence and effort in learning can influence student academic outcomes (Thorsen et al., 2021).
However, it should be noted that although having a regular study schedule also shows a positive correlation with math problem-solving, this correlation tends to be weaker than other indicators.This may indicate that other factors, such as the level of interest and active involvement, may significantly influence students' mathematical problem-solving abilities.
Overall, the findings of this study strengthen the idea that students' interest in learning and active involvement in learning are essential aspects that need to be considered in mathematics teaching.
Efforts to increase students' interest in learning mathematics can significantly impact their problemsolving abilities.Therefore, learning approaches that promote student enjoyment, interest and engagement can effectively improve mathematics learning outcomes.In the broader context of mathematics education, this research also confirms previous findings which show the importance of paying attention to students' psychological factors in designing effective learning.
The results of this study reveal a significant correlation between students' learning interests and mathematical problem-solving abilities.This finding aligns with previous research, which emphasizes the critical role of interest in learning in improving students' academic achievement.The high level of happiness and interest in mathematics encourages students to be more actively involved in learning, International Journal of Mathematics and Mathematics Education which enriches their ability to solve mathematical problems.In addition, the results show that aspects of students' active involvement in learning have a strong positive impact on problem-solving abilities.
This emphasizes the importance of interactive and participatory learning in the context of mathematics lessons.Overall, this research highlights the need for learning approaches that promote student interest, happiness, and participation to improve mathematics learning outcomes and encourage the development of strong problem-solving abilities.

Conclusion
This research provides strong evidence that the Problem-Based Learning (PBL) learning model positively impacts students' problem-solving abilities and learning interests in the context of mathematics learning.The results showed that using PBL significantly improved students' problemsolving abilities, reflected in an increase in the average score on the problem-solving test before and after the intervention.This confirms previous research, which suggests that PBL is a practical approach to stimulating the development of students' problem-solving abilities.In addition, this research also reveals a strong positive relationship between students' learning interests and mathematical problemsolving abilities.Students who feel happy and interested in mathematics tend to perform better in problem-solving.These findings support the idea that interest in learning is a critical factor in motivating students to tackle complex mathematical tasks.Students' active involvement in the mathematics learning process has also been proven to impact problem-solving abilities significantly.
This emphasizes the importance of learning that encourages student participation and interaction in solving mathematical problems.
Overall, this research underlines the importance of learning approaches focusing on students' psychological aspects, including learning interest and active involvement, in mathematics learning.
Strategies such as PBL that stimulate students' interest, excitement, and participation can effectively improve their problem-solving abilities.These findings have important implications for developing better learning methods to improve student achievement in mathematics and provide a strong foundation for continued research in this area.

Recommendations
Recommendations based on the findings of this research are to increase students' interest in learning and mathematical problem-solving abilities.First, teachers need to design learning programs that are interesting and relevant to the real world to trigger students' feelings of enjoyment and interest in mathematics.Second, student involvement in class discussions, collaborative projects, and problemsolving assignments must be encouraged to hone their critical thinking and problem-solving skills.
Furthermore, providing support to students who are less motivated or have difficulty understanding mathematics through mentoring and guidance will help them develop a more substantial interest in learning.Fourth, it is essential to teach students about diligence, persistence and discipline in studying Nisa' et.al. (2023) and help them plan and carry out an effective study schedule.Finally, ongoing measurements and assessments need to be implemented to monitor students' progress in learning interests and mathematical problem-solving abilities.These recommendations, we can help students develop a higher learning interest in mathematics and improve essential skills in mathematical problem-solving.

Introduction
Mathematics education has a crucial role in students' intellectual development and their success in various fields of science (Veldhuis & Heuvel-Panhuizen, 2019).However, there are significant challenges in the world of education related to interest in learning mathematics, which often decreases students' limited problem-solving abilities (Khatimah & Sugiman, 2022).Teaching mathematics is much like building a house, and if the foundation is weak, many difficulties will appear later (Uya, 2023).This is a deep concern in efforts to improve the quality of education.
To improve students' problem-solving skills, teachers can develop students' mathematical literacy through contextual problems such as cultural, historical, or problems related to the student's Nisa' et.al. (2023) environment (Prapti, Susanto, & Sumardi, 2023).We need to address low interest in learning mathematics and limited problem-solving abilities immediately.This challenge illustrates that more than conventional approaches to teaching mathematics may be needed to meet the demands of the everevolving world of education.Therefore, this research will focus on the Problem-Based Learning (PBL) Learning Model as an interesting and potential alternative.PBL is known for encouraging students to take an active role in solving real-world problems, promoting collaboration, and developing critical thinking skills (Wurdinger & Qureshi, 2015).This approach aims to create a learning environment that stimulates the development of students' problem-solving abilities and fosters a more positive interest in learning mathematics.
Currently, mathematics education has become an important subject in efforts to improve students' problem-solving abilities and interest in learning.Various recent sources, such as research, highlight that the main challenge in learning mathematics is how to overcome the decline in interest in learning mathematics and strengthen students' problem-solving abilities (Novita, 2021).The state of the art in mathematics education highlights the Problem-Based Learning (PBL) learning model as the most upto-date and promising approach.Recent research shows that PBL encourages students to play an active role in solving real-world problems, collaborating with fellow students, and developing critical thinking skills (Amin et al., 2020).The results of this research show that PBL can help significantly improve students' problem-solving abilities and stimulate their interest in mathematics.However, although several studies have confirmed the efficacy of PBL, there is still room for further research in diverse mathematics education contexts.This research will deepen our understanding of how PBL can be applied effectively in improving students' problem-solving abilities and interest in learning mathematics by considering the latest findings in this approach, as explained by various recent sources.
The background of this research reflects the challenges in mathematics education, which involve students' problem-solving abilities and learning interests.On the one hand, recent sources confirm that declining interest in learning mathematics is a severe concern in education (Tambunan et al., 2021).
This shows that there is a gap between the hope of creating high interest in learning mathematics and the reality of the decline in interest observed in the field.On the other hand, the state of the art in mathematics education highlights the Problem-Based Learning (PBL) learning model as a promising approach.Previous research shows that PBL encourages the development of students' problem-solving abilities (Ulger, 2018).This creates an element of novelty in the background, indicating that PBL could be an effective solution to overcome the gap between challenges in interest in learning mathematics and potential solutions in PBL.
The research problem underlying this study is the need for more interest in learning mathematics and the limitations of students' problem-solving abilities in the educational context.Low interest in learning mathematics can hinder students' academic achievement and reduce their confidence in dealing with mathematics material.

Method Research Procedure
The research method used in this study is an experimental approach.This research will involve two groups of students, namely the experimental group and the control group.Each group will consist of a comparable number of students in terms of demographic characteristics and initial level of problemsolving ability.The research procedure will begin with initial data collection, which includes measuring the initial level of problem-solving abilities and interest in learning mathematics of students in both groups.Next, the experimental group will undergo learning sessions using the Problem-Based Learning (PBL) Learning Model, while the control group will continue to receive conventional learning.After the intervention period, data will be collected again from both groups to compare changes in problemsolving abilities and interest in learning mathematics.Statistical analysis, such as a t-test, will be used to identify whether there are significant differences between the two groups in terms of these changes.

Research Subjects
The selection of research subjects was based on carefully defined criteria.The research subjects consisted of middle school or junior high school students randomly selected from the appropriate student population.It is important to note that the selection of research subjects was carried out taking into account the ethical principles of human research, including obtaining permission from the school.This is done to ensure that student participation in this research is voluntary, does not harm them, and maintains the confidentiality of personal information (Creswell & Creswell, 2017).

Research Locations
The research location was chosen based on scientific considerations.This location was chosen taking into account logistical and accessibility aspects, thus enabling researchers to carry out data collection efficiently and effectively.In addition, permission from the school where the research was located was obtained beforehand by complying with applicable procedures.This is an important step in ensuring that research is conducted in an environment that is relevant to the student population that is the subject of the research (Creswell & Creswell, 2017).Thus, the selection of subjects and locations in this

Problem-Solving Ability
Quantitative data was generated from the results of the pretest and post-test carried out in the Control  2. Table 3 shows that the significance value of the pre-test and post-test is > 0.05.From this, it can be concluded that the experimental and control class data are normally distributed.So, we can continue Nisa' et.al. (2023) with the t-paired sample test.The purpose of the t-paired sample test is to see whether there is a difference between the average problem-solving score before and after treatment.The results of the tpaired sample test are shown in Table 3. Sig.0,012 Table 3 shows that the significance value of mathematical problem solving is 0.012 (p-value <0.05), so Ha is accepted: PBL learning has an effect on problem-solving.Feelings of Joy in Learning (Table 4): Most of the students, 85%, stated that they felt happy when learning mathematics.The results of the analysis show that students who feel happy about learning mathematics tend to have better problem-solving than those who do not feel happy.Student Interest:

Student Learning Interests
Around 75% of students stated that they were interested in mathematics subject matter.From the analysis, it was found that students' level of interest was positively correlated with their mathematical problem-solving.Student Engagement: Nearly 70% of students are actively involved in the mathematics learning process.
The results of the analysis show that student involvement has a significant positive influence on mathematical problem-solving.Diligence in Studying and Doing Mathematics Assignments: As many as 80% of students stated that they were diligent in studying mathematics and doing assignments.problem-solving abilities in this subject.Therefore, efforts to increase students' interest in learning can have a positive impact on their mathematical problem-solving.

Problem-solving Ability
This research provides significant results regarding the influence of the Problem-Based Learning (PBL) Learning Model on increasing students' problem-solving abilities and interest in learning mathematics (Table 3).The research results show that using PBL in mathematics learning can significantly improve students' problem-solving abilities, which is reflected in the increase in the average score on the problem-solving test before and after implementing PBL.This aligns with previous research suggesting the effectiveness of PBL in improving students' problem-solving abilities in various learning contexts (Warnock & Mohammadi-Aragh, 2016).
Previous studies have highlighted that PBL provides a more in-depth and contextual learning experience, which can stimulate students to develop better problem-solving abilities (Nuryami & Muhammad, 2023).In mathematics, previous research shows that PBL can enable students to apply mathematical concepts in real-world situations, improving their understanding of the material and their ability to solve mathematical problems (Kurniawati et al., 2023).
In addition, the findings of this study also support other research that highlights the positive relationship between interest in learning and mathematical problem-solving abilities.Previous research also shows that high interest in learning can increase students' motivation to overcome complex tasks, such as mathematics problems (Arthur et al., 2022).This is in line with our findings, which show that students who feel happiness and interest in mathematics learning tend to have better problem-solving abilities (Table 3).However, it is essential to note that our study also identified variations in the impact of PBL depending on the learning interest indicators used.Although having a regular study schedule also shows a positive correlation with math problem-solving, this relationship tends to be weaker than other indicators, such as student enjoyment and engagement in learning.
In order to relate these findings to previous research, our results support the idea that PBL is a practical learning approach in stimulating students' problem-solving abilities and their learning interest in mathematics subjects.Therefore, using PBL in mathematics teaching can be a valuable strategy for improving students' academic achievement and cultivating their interest in this subject.However, it is essential to remember that students' learning interests have various aspects, and it is necessary to combine various learning strategies that suit students' needs and preferences to maximize mathematics learning outcomes.

Student Learning Interests
The results of this research, as depicted in Table 4 and related descriptions, provide a robust picture of the relationship between students' learning interests and mathematical problem-solving abilities.These findings are from several previous studies highlighting the critical role of interest in learning in increasing students' academic achievement.First of all, this study's results show that most students (85%) feel happy when learning mathematics.From the analysis, students who feel happy when learning mathematics tend to have better problem-solving abilities than those who do not feel happy.
This finding aligns with previous research, which shows that positive emotions such as joy can increase students' motivation and performance in solving mathematics problems (Suparman et al., 2021).
Furthermore, around 75% of students in this study expressed interest in mathematics material.The analysis found that students' level of interest was positively related to their mathematical problemsolving abilities.Previous research emphasizes that interest in learning is essential in motivating students to explore and understand lesson material better (Herpratiwi & Tohir, 2022).Apart from the interest in learning, the research results also reflect that students' active involvement in the mathematics learning process significantly positively impacts problem-solving abilities.This is in line with previous findings highlighting the importance of student involvement in active learning, especially in mathematics (Lugosi & Uribe, 2020).
Then, tenacity and discipline in studying and doing mathematics assignments have also been proven to have a strong positive correlation with problem-solving abilities.Students with a high level of tenacity tend to be more adept at solving mathematical problems.Previous research shows that the nature of persistence and effort in learning can influence student academic outcomes (Thorsen et al., 2021).
However, it should be noted that although having a regular study schedule also shows a positive correlation with math problem-solving, this correlation tends to be weaker than other indicators.This may indicate that other factors, such as the level of interest and active involvement, may significantly influence students' mathematical problem-solving abilities.
Overall, the findings of this study strengthen the idea that students' interest in learning and active involvement in learning are essential aspects that need to be considered in mathematics teaching.
Efforts to increase students' interest in learning mathematics can significantly impact their problemsolving abilities.Therefore, learning approaches that promote student enjoyment, interest and engagement can effectively improve mathematics learning outcomes.In the broader context of mathematics education, this research also confirms previous findings which show the importance of paying attention to students' psychological factors in designing effective learning.
The results of this study reveal a significant correlation between students' learning interests and mathematical problem-solving abilities.This finding aligns with previous research, which emphasizes the critical role of interest in learning in improving students' academic achievement.The high level of happiness and interest in mathematics encourages students to be more actively involved in learning, International Journal of Mathematics and Mathematics Education which enriches their ability to solve mathematical problems.In addition, the results show that aspects of students' active involvement in learning have a strong positive impact on problem-solving abilities.
This emphasizes the importance of interactive and participatory learning in the context of mathematics lessons.Overall, this research highlights the need for learning approaches that promote student interest, happiness, and participation to improve mathematics learning outcomes and encourage the development of strong problem-solving abilities.

Conclusion
This research provides strong evidence that the Problem-Based Learning (PBL) learning model positively impacts students' problem-solving abilities and learning interests in the context of mathematics learning.The results showed that using PBL significantly improved students' problemsolving abilities, reflected in an increase in the average score on the problem-solving test before and after the intervention.This confirms previous research, which suggests that PBL is a practical approach to stimulating the development of students' problem-solving abilities.In addition, this research also reveals a strong positive relationship between students' learning interests and mathematical problemsolving abilities.Students who feel happy and interested in mathematics tend to perform better in problem-solving.These findings support the idea that interest in learning is a critical factor in motivating students to tackle complex mathematical tasks.Students' active involvement in the mathematics learning process has also been proven to impact problem-solving abilities significantly.
This emphasizes the importance of learning that encourages student participation and interaction in solving mathematical problems.
Overall, this research underlines the importance of learning approaches focusing on students' psychological aspects, including learning interest and active involvement, in mathematics learning.
Strategies such as PBL that stimulate students' interest, excitement, and participation can effectively improve their problem-solving abilities.These findings have important implications for developing better learning methods to improve student achievement in mathematics and provide a strong foundation for continued research in this area.

Recommendations
Recommendations based on the findings of this research are to increase students' interest in learning and mathematical problem-solving abilities.First, teachers need to design learning programs that are interesting and relevant to the real world to trigger students' feelings of enjoyment and interest in mathematics.Second, student involvement in class discussions, collaborative projects, and problemsolving assignments must be encouraged to hone their critical thinking and problem-solving skills.
Furthermore, providing support to students who are less motivated or have difficulty understanding mathematics through mentoring and guidance will help them develop a more substantial interest in learning.Fourth, it is essential to teach students about diligence, persistence and discipline in studying Nisa' et.al. (2023) and help them plan and carry out an effective study schedule.Finally, ongoing measurements and assessments need to be implemented to monitor students' progress in learning interests and mathematical problem-solving abilities.These recommendations, we can help students develop a higher learning interest in mathematics and improve essential skills in mathematical problem-solving.
class, namely class VII E. The experimental class, namely class VII D. The pretest and post-test were problem-solving tests given before and after learning was given in both the experimental class and the control class.The pretest and post-test consist of 5 numbered description questions on the data presentation material.This test shows the extent to which students' problem-solving and interest in learning have increased.Below are presented the results of the pretest and post-test descriptive analysis in Table Students who have a high level of craft tend to have better mathematical problem-solving.Diligence and Discipline in Studying: More than 70% of students have a level of persistence and discipline in studying mathematics.The results of the analysis show that students' discipline and persistence in learning mathematics are positively correlated with their problem-solving.Have a Study Schedule: About 60% of students have a regular study schedule.Although the results of the analysis show that having a study schedule is positively correlated with math problem-solving, this correlation is weaker than other indicators.This research suggests that indicators of learning interest, such as feelings of joy, enthusiasm, International Journal of Mathematics and Mathematics Education engagement, diligence, persistence, and discipline in learning mathematics, positively impact students' Nisa' et.al.(2023)

Table 2
shows the average score of the problem-solving pre-test in the experimental class is 42.30, and the post-test is 66.59.Table 2 also shows that the average post-test score for problem-solving in the control class is 42.47, and the post-test is 62.30.From this, the average value of problem-solving has increased significantly.This means that there is an increase in problem-solving after implementing PBL learning.Next, a t-paired sample test was carried out, which served to analyze the effect of PBL on problemsolving on students' learning requests.Before that, the Shapiro-Wilk Normality test was carried out to determine whether the data was normally distributed.The results of the normality test are shown in Table3.

Table 3
shows that the significance value of the pre-test and post-test is > 0.05.From this, it can be concluded that the experimental and control class data are normally distributed.So, we can continue

Table 3 .
Average similarity test results on students' learning interest
Thorsen, C., Yang Hansen, K., & Johansson, S. (2021).The mechanisms of interest and perseverance in predicting achievement among academically resilient and non-resilient students: Evidence from Swedish longitudinal data.British Journal of Educational Psychology, 91(4), 1481-1497.https://doi.org/10.1111/bjep.12431.Ulger, K. (2018).The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education.Interdisciplinary Journal of Problem-Based Learning, 12(1).https://doi.org/10.7771/1541-5015.1649.Uya, Asukwo Okon.(2023).Teaching Strategies, Geoboard Resource and Secondary School Students' Achievement in Mathematics in Akwa Ibom State, Nigeria.International Journal Of Veldhuis, M., & Van den Heuvel-Panhuizen, M. (2020).Supporting primary school teachers' classroom assessment in mathematics education: Effects on student achievement.Mathematics Education Research Journal, 32(3), 449-471.https://doi.org/10.1007/S13394-019-00270-5.Warnock, J. N., & Mohammadi-Aragh, M. J. (2016).Case study: use of problem-based learning to develop students' technical and professional skills.European Journal of Engineering Education, 41(2), 142-153.https://doi.org/10.1080/03043797.2015.1040739.Nisa' et.al.(2023) Journal of Mathematics and Mathematics Education208interest in learning mathematics while also improving their problem-solving abilities.By engaging students in real-world problem solving, PBL allows them to understand the applications of mathematics in everyday life and develop critical thinking skills.The main aim of this research is to understand the extent to which PBL can improve students' problem-solving abilities and interest in learning mathematics.In other words, this research will evaluate the positive impact of PBL in overcoming the problem of decreased interest in learning and limited problem-solving abilities among students.The results of this research can provide valuable guidance for updating mathematics learning approaches in schools.
On the other hand, limited problem-solving abilities can hinder the development of critical skills needed to face real-world challenges.As a potential solution to this problem, this research will explore the Problem-Based Learning (PBL) Learning Model.PBL stimulates students' International

Table 2
shows the average score of the problem-solving pre-test in the experimental class is 42.30, and the post-test is 66.59.Table 2 also shows that the average post-test score for problem-solving in the control class is 42.47, and the post-test is 62.30.From this, the average value of problem-solving has increased significantly.This means that there is an increase in problem-solving after implementing PBL learning.Next, a t-paired sample test was carried out, which served to analyze the effect of PBL on problemsolving on students' learning requests.Before that, the Shapiro-Wilk Normality test was carried out to determine whether the data was normally distributed.The results of the normality test are shown in

Table 3 .
Average similarity test results on students' learning interest

Table 4 .
Average similarity test results on students' learning interest