*Result*: Using Problem-Based Learning-Autograph to Improve the Critical Thinking-Numeracy Ability: A Mixed Method Study in an Integral Calculus Course

*Background/purpose: This study aims to improve students' mathematical critical-numeracy thinking skills by applying the Problem-Based Learning-Autograph model. Materials/methods: This study used a mixed method with a sequential explanatory strategy, and the research design is a one-group pretest-posttest design. The population included students who take the Integral Calculus course, and the sampling is a total sampling. The research instruments were mathematical critical thinking-numeracy test instruments and non-test instruments in the form of interview instruments. Data analysis was conducted using descriptive statistics and inferential statistics. Because the pre-test data were not normally distributed, a non-parametric analysis was conducted, namely the Wilcoxon Signed-Rank Test. The results of in-depth interviews were used to triangulate the data. Results: From the Wilcoxon test, it is obtained that Asymp Sig (2-tailed) = 0.000 < [alpha], Ho is rejected or H1 is accepted. It is concluded that there is a significant difference in students' mathematical critical thinking-numeracy skills before and after learning with the Problem-Based Learning-Autograph model. It means that the results of data analysis showed that there was an increase in students' mathematical critical thinking-numeracy skills after learning using the Problem-Based Learning-Autograph model. The students felt more engaged and motivated in the learning process, which contributed to the improvement of their skills. Conclusion: There is an increase in students' mathematical critical thinking-numeracy skills after learning by using PBL-Autograph learning in the course of Calculus Integral, and students are motivated in the learning process.*

*As Provided*