<![CDATA[Problem-solving ability is a skill that individuals must possess in the process of planning, making plans, implementing plans, and reviewing the correctness of the solutions obtained. However, many students still have difficulty solving the given problems. Self-emotion is an important factor in problem-solving because it is related to positive and negative emotions in responding to the questions given. To stimulate problem-solving abilities and control self-emotions, the PBL model is applied. The objectives of this study are (1) to describe students' problem-solving abilities in terms of self-emotions through the PBL model, and (2) to link mathematical problem-solving abilities with students' self-emotions. The study was conducted in a junior high school class VIII-H in West Bandung, Indonesia with 33 students. This study used a mixed qualitative-quantitative approach. For quantitative research, a One-Group Pretest-Posttest design was used. Data collection methods used a self-emotion questionnaire sheet, test questions, and semi-structured interviews. Data analysis was performed using SPSS 24 and NVIVO 12 software. This study shows that self-emotions play a significant role in students' mathematical problem-solving abilities through the application of Problem-Based Learning (PBL). Quantitative results indicate an increase in problem-solving abilities from pre-test to post-test in students with both positive and negative emotions, with better final outcomes in students with positive emotions. Qualitatively, students with positive emotions were able to systematically fulfill all stages of problem-solving according to Polya, while students with negative emotions only fulfilled some indicators and showed limitations in reflection and justification of solution steps. These findings confirm that PBL is not only effective in improving mathematical problem-solving abilities but also helps manage students' emotions during the learning process. Thus, the Problem-Based Learning model not only contributes to improving mathematical problem-solving abilities but also plays a role in managing and suppressing students' negative emotions during the learning process. Therefore, PBL can be recommended as an effective learning model for developing mathematical problem-solving abilities while supporting students' emotional regulation in mathematics learning. ]]>
