<![CDATA[This study aims to (1) know the increase in mathematical problem-solving abilities of students who follow learning with the Problem Based Learning model compared to students who follow learning with the regular learning model, and to (2) see whether or not there is an interaction between the Problem Based Learning model and students' learning styles in improving students' mathematical problem-solving abilities. In this study, a quasi-experimental method was used. The sample in this study were students in grades VII-8 as the experimental class and students in grades VII-7 as the control class. The research instruments used in this study were questionnaires to determine the type of student learning styles and tests. The results of the study showed that (1) the average pretest scores in the experimental class and the control class were 41.58 and 37.67. After the posttest, the average scores in the experimental and control classes increased to 69.96 and 58.25, respectively. The N-Gain score for students in the experimental class was 0.50 and 0.30 for students in the control class. These calculations indicate an increase in students' mathematical problem-solving abilities after being taught using the Problem-Based Learning model. In other words, the mathematical problem-solving abilities of students taught using the Problem-Based Learning model were higher than those taught using the conventional learning model. Furthermore, the existence or absence of an interaction between the Problem-Based Learning model and different learning styles can be seen from the results of the two-way ANOVA test analysis, which obtained an F count of 0.12 and an F table value of 3.159. Because the F count value > F table (4.33 > 3.159), H0 is rejected (there is an interaction between the Problem-Based Learning model and learning styles). This means that the learning model and students' learning styles influence each other.]]>
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