This study employed a quantitative one-group pretest–posttest quasi-experimental design to examine changes in mathematical reasoning following the integration of Problem-Based Learning (PBL) and a Deep Learning approach among junior high school students....
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This study employed a quantitative one-group pretest–posttest quasi-experimental design to examine changes in mathematical reasoning following the integration of Problem-Based Learning (PBL) and a Deep Learning approach among junior high school students. The study involved 30 Grade VIII students in North Sumatra, Indonesia, who participated in four mathematics learning sessions focused on Systems of Linear Equations in Two Variables. Data were collected using a validated 25-item mathematical reasoning test administered before and after the intervention. Findings showed that mean scores increased from 41.73 to 79.40, with a statistically significant within-group improvement (t(29) = 18.063, p < .001, Cohen’s d = 3.30). The mean N-Gain score was 0.64, indicating moderate improvement. Findings suggest potential for mathematical reasoning development, while causal conclusions remain limited by the study design.
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