ARDIRANI, A. P.; KHASANAH, U. How PBL and CTL instructional models differ in affecting mathematical problem-solving skills. International Journal on Education Insight, [S. l.], v. 7, n. 3, p. 409–420, 2026. DOI: 10.12928/ijei.v7i3.16091. Disponível em: http://journal2.uad.ac.id/index.php/ijei/article/view/16091. Acesso em: 14 nov. 2026.