<![CDATA[This study was motivated by the researcher’s observations indicating that students’ mathematics learning outcomes were still low. The low achievement was suspected to be related to the classroom learning environment, in which some students appeared tired, sleepy, unfocused, and less enthusiastic because they only listened to and followed the teacher’s instructions without actively participating in the learning process. To address this issue, the researcher implemented the Problem Posing and Solving (PPS) learning model. This study aimed to determine the significant effect of the Problem Posing and Solving (PPS) learning model on students’ mathematics learning outcomes. This study employed a pre-experimental research design using The Static Group Comparison: Randomized Control-Group Only Design. The population consisted of eighth-grade students at SMP N 2 Tapian Nauli, Central Tapanuli Regency, and the sample was selected using random sampling. Class VIII-B was designated as the experimental class, Class VIII-A as the control class, and Class VIII-C as the trial class. Data were collected through a final test. The analysis results for both classes showed that the data were normally distributed and had homogeneous variances. The t-test resulted in t<sub>count</sub> = 23.787 and t<sub>table</sub> = 1.686. Since t<sub>count</sub> > t<sub>table</sub>, H<sub>0</sub> was rejected at the significance level of α = 0.05. The SPSS analysis also yielded a Sig. (2-tailed) value of 0.000, which was lower than α = 0.05, indicating that H<sub>0</sub> was rejected and H<sub>1</sub> was accepted. Therefore, it can be concluded that the Problem Posing and Solving (PPS) learning model has a significant effect on students’ mathematics learning outcomes.]]>
