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Problem solving is an integral part of the learning process especially in mathematics and plays an important role because most of the learning is part of the problem-solving process; therefore, the problem solving is not only as a learning objective but also as a way to conduct the learning process. In fact, the mathematics learning process in schools gives less chance for students to solve problems in developing their ability. It is indicated by the result of the study evaluation particularly in the mathematics problemsolving test, which was still uneven and categorized as in low category. The low ability of mathematical problem solving requires innovations in the mathematics learning process. One of which is the implementation of Problem Posing and solving (PPS) learning model, this model allows students to connect their knowledge with their experiences or real-world concepts so that it creates a better conceptual understanding and ultimately motivates them to study. This study scientifically aims at encouraging students' thinking ability in order to improve their mathematical problem-solving ability in junior high school. This study is a quasi-experimental design with two experimental classes without any control class. The data collecting method is used to measure students' mathematical problem-solving abilities using test instruments. From the result of the Wilcoxon test, it was obtained that the result of the two experimental classes as p <0.05 and the first class N-gain was 0.47 increased to 0.52 in the second-class test. The effect size test from 2.207 in the first class test became 2.272 in the second or both class tests, which is included in the big effect category. It means that the implementation of the PPS learning model is effective in improving students' mathematical problem-solving ability. Keywords—learning model, problem posing, problem-solving

The Improvement of Mathematical Problem-solving through the Application of Problem Posing & Solving (PPS) Learning Model