<![CDATA[This study aims to determine the effectiveness of Problem-Based Learning–Problem Solving (PBL-PS) based teaching materials in improving students' mathematical problem-solving abilities. This study used a quantitative approach with a one-group pretest-posttest experimental design. The subjects were students of the Mathematics Education Study Program who took the Differential Calculus course in the even semester of the 2024/2025 academic year. The instruments used included a mathematical problem-solving ability test, a student response questionnaire, and an observation sheet. The data were analysed using descriptive and inferential statistics, namely N-Gain, Paired-Sample t-test, and Effect Size (Cohen's d). The results showed an increase in mathematical problem-solving abilities, with an N-Gain value of 0.26 (low category). The t-test results showed a significant difference between the pretest and posttest scores (p <0.05), while the effect size value of 1.16 indicated a large effect. Thus, PBL-PS teaching materials have been proven to be effective statistically and practically, but still require further development to achieve optimal learning outcomes.]]>
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