This research aims to investigate the impact of the project-based learning model on students' problem-solving abilities. The study employed a quantitative research methodology with a quasi-experimental design. Specifically, a pretest-posttest control group approach was used. The population under investigation consisted of all students in the Mathematics Education study program at the Faculty of Tarbiyah and Teacher Training (FITK), UIN North Sumatra Medan. The sampling technique employed cluster random sampling, resulting in 26 students from the PMM-2 class being selected as the experimental group, while 27 students from the PMM-1 class served as the control group. Data collection involved a problem-solving ability test in descriptive form. For hypothesis testing, the independent sample t-test was utilized, preceded by tests to assess normality and homogeneity. The analysis of post-test data revealed a significance value of 0.0000 < 𝛼 = 0.05, leading to the rejection of the null hypothesis (Ho) and acceptance of the alternative hypothesis (Ha). This finding indicates a significant difference in problem-solving abilities between students who experienced the project-based learning model and those who underwent direct learning. In conclusion, the project-based learning model has a discernible influence on students' problem-solving abilities.