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Abstract

This study was motivated by observations, preliminary trials, and tests showing that students’ mathematical representation skills were initially low, with an overall score of 52%. Their level of self-confidence was also relatively low. The study aimed to improve mathematical representation skills and self-efficacy through the Problem-Based Learning model. The participants were fourth-grade students at Elementary School 1 Malang in the 2023/2024 academic year. Classroom action research based on the Kemmis and McTaggart model was conducted in two cycles, each involving planning, implementation, observation, and reflection. Data were collected through tests, observations, interviews, and documentation and analyzed using the Miles and Huberman interactive model. Students’ representation skills increased from 52% initially to 55% in Cycle I and 83% in Cycle II. Self-efficacy increased from 74% initially to 83% in Cycle I and 86% in Cycle II. These improvements demonstrate the effectiveness of Problem-Based Learning in strengthening mathematical representation and self-efficacy, particularly in lessons on data and diagrams.

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411

Last Page

419

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