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This study aims to: (1) produce e-LKPD based on problem-based learning oriented to mathematical problem-solving ability and self-confidence of high school students on the material of equations and quadratic functions and (2) describe the feasibility of PBL-based e-LKPD oriented to mathematical problem- solving ability and self-confidence of high school students on the material of equations and quadratic functions seen from the aspects of validity,  practicality, and effectiveness. This type of research is research and development using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research was conducted at SMA Negeri 1 Malinau with the research subject of class X-3 students totaling 35 students. Data collection was carried out using interview techniques, observation, e-LKPD validation sheets, pretest-posttest, and questionnaires. To determine the validity, the e-LKPD assessment sheet of material and media experts was used, practicality used student and teacher response questionnaires, and effectiveness used mathematics problem solving ability test questions and student self-confidence questionnaires. Data analysis consisted of qualitative data analysis and quantitative data analysis. Qualitative data analysis was conducted by analyzing the results of interviews, observations, and comments or suggestions given to make improvements to the e-LKPD products developed. Quantitative data analysis was conducted by converting quantitative data into qualitative data in the form of certain categories, normality test using shapiro-wilk, t-test with paired samples test, and N-Gain score. The results showed: (1) PBL-based e-LKPDs oriented towards mathematical problem solving skills and self-confidence of high school students on the material of quadratic equations and functions have been produced, (2) PBL-based e-LKPDs developed meet product feasibility, namely valid with excellent categories based on material and media experts; practical with very practical categories based on teacher responses and practical based on student responses; effective on math problem solving skills with classical completeness of 77%, the t-test results obtained a significance value of 0.000 <0.05 which means that there is a difference in the average ability to solve mathematical problems before and after learning using e-LKPD, the N-Gain result is 0.65 with moderate criteria, and effective on student self-confidence with an increase in the average score of each indicator before and after learning,  the N-Gain result is 0.49 with moderate criteria, and the t-test results with a significance value of 0.000 < 0.05.

This study aims to improve the critical thinking skills of fourth-grade elementary school students in understanding the concept of fractions through the application of the Problem Based Learning (PBL) model. The background of this study focuses on students' still low abilities in: (1) analyzing mathematical problems; (2) planning solution strategies; (3) drawing logical conclusions when working on fraction problems. This study uses the Classroom Action Research (CAR) design model Kemmis & McTaggart which was implemented at SD Negeri 2 Tahunan during the even semester of the 2024/2025 academic year. The research subjects consisted of 23 fourth-grade students who were selected purposively based on the results of the initial diagnosis. Data collection techniques were carried out by triangulation through: (1) formative evaluation tests; (2) participatory observation sheets; (3) learning video documentation; and (4) field notes. Data were analyzed quantitatively and qualitatively with a comparative descriptive approach. The results showed that the application of the PBL model was proven to be effective in improving: (1) students' critical thinking skills on average from 39.13 (low category) to 92.61 (very good category); (2) classical completeness from 8.7% to 91.3%; and (3) learning activities became more meaningful. Statistical analysis of paired sample t-test showed a significant difference (t=19.09; p<0.05) between before and after treatment. Other important findings include: (1) an increase in students' questioning skills by 78%; (2) an increase in the ability to provide arguments by 82%; (3) an increase in problem-solving skills by 85%. In addition, there was an increase in the following aspects: (1) group cooperation; (2) self-confidence; and (3) active involvement in class discussions.

Mathematics learning does not only focus on students' mastery of numbers, but also functions significantly in developing the ability to solve problems holistically. This skill is not something that is taught separately, but is integrated into the entire educational process, offering a real context so that mathematical concepts and abilities can be understood and applied. One approach that is highly recommended to achieve this is Problem Based Learning (PBL). This method has been proven effective in improving students' critical thinking skills through exploration and solving relevant problems, allowing students' knowledge to grow in a constructive way. The low achievement in problem-solving competency in Indonesia is a strong reason to apply PBL in mathematics teaching. This study aims to analyze the literature on the application of PBL to improve students' problem-solving abilities. Data were collected and analyzed from relevant journals, and testing and comparison of results were carried out to identify patterns and results from previous studies. In addition, this study also applies a bibliometric approach to explore publication trends, keywords, and the development of themes related to PBL in mathematics education. The analysis was carried out using VOSviewer software to map the relationship between topics and the progress of PBL research themes in the world of mathematics education.

This research aims to determine the increase in mathematical problem solving abilities in permutation material through the problem based learning (PBL) learning model. This research is classroom action research (PTK) with research subjects being students of class XI TPM 2 SMK Negeri 1 Madiun, totaling 34 students. In this research, the instruments used were problem-solving ability tests and observation sheets. In this research there are two cycles, where each cycle consists of planning, implementation, observation and reflection which follows the Lewin model procedure. In this study, the minimum learning completeness obtained was >75%. The analysis technique used in this research is descriptive qualitative which is adapted to the Hiles and Huberman technique, including data collection, data reduction, drawing conclusions and verification. The results of this research show that there is an increase in problem solving abilities using the problem based learning (PBL) learning model. This can be seen from the number of students who have achieved the very good problem solving ability category, namely 15.63% in the pre-cycle, then increasing to 25 % in cycle 1, and then increased in cycle 2, namely 53%, and in cycle 2 learning completion had reached 84.38%.  

In opportunity material, students' mathematical problem solving abilities are something that needs to be paid attention to. As a teacher, teachers should use various learning models that can help students improve their mathematical problem solving abilities. This research aims to help improve the mathematical problem solving abilities of class X-6 students at SMA Negeri 9 Surabaya through the Problem Based Learning (PBL) learning model on opportunity material. This research uses the Classroom Action Research (PTK) method which is divided into two cycles where each cycle consists of two meetings. The target subjects in this research were students in class X-6 of SMA Negeri 9 Surabaya, totaling 36 people. Data collection techniques in this research include observation and problem solving ability tests. From the data obtained, analysis was then carried out using descriptive analysis. The results obtained from this research are that students' mathematical problem solving abilities increase. In cycle one, there were 12 students who scored above the KKM (33.3%). Meanwhile, in cycle two, the number of students who scored above the KKM increased to 27 people (75%). Based on these results, the achievements of students who scored above the KKM increased so that students' mathematical problem solving abilities increased by 41.7% from cycle one to cycle two.

This study aims to determine whether there is an influence of the problem-based learning model (PBL) with a STEM approach on the mathematical problem solving ability of grade VIII students of SMP Negeri 17 Medan. This research was conducted at SMP N 17 Medan T.A 2023/2024. The research method used is a quasi-experimental method. The sample of this study consisted of two classes, namely class VIII-3 as an experimental class taught with a PBL model with a STEM approach and class VIII-4 as a control class taught with conventional models. Based on descriptive statistics and categorization of research results, it was found that the mathematical problem solving ability of experimental class students was 67,74% of students in the high category, 32.26% of other students in the medium category, and no students in the low category. Meanwhile, in the control class, 15,63% of students were in the high level of problem solving ability, 53,13% were in the medium level and 31,24% of students were in the category low category. Thus it can be seen that the mathematical problem solving ability of grade students taught with PBL with a STEM approach is better than conventional learning models. Furthermore, with inferential statistical analysis for the t test, calculated t value = 2,42 and ttable = 1,999623, thus t calculated > t table means that the problem-solving ability of students taught with PBL with a STEM approach is not the same as students who use the learning  conventional model. With further analysis, Fcalculated = 5,6847 and F table = 3,998494482, then  calculated F > F table so it can be concluded that problem-based learning models with a STEM approach have a significant effect on students' mathematical problem solving abilities.