Abstract
This study aimed to analyze the influence of learning styles, mathematics resilience, and learning motivation on elementary school students’ mathematical problem-solving abilities. The research involved 131 students from three elementary schools in Metro and East Lampung, Indonesia and employed Structural Equation Modeling (SEM) for data analysis. The results showed that all three variables significantly affected students' mathematical problem-solving abilities. Learning motivation had the strongest influence (C.R = 1.880, p = 0.034), followed by mathematics resilience (C.R = 1.754, p = 0.045) and learning style (C.R = 1.729, p = 0.040). The three variables collectively contributed 78.3% to the variance in students' mathematical problem-solving abilities, indicating a strong overall effect. These findings suggest that enhancing students’ learning motivation, building mathematical resilience, and aligning teaching methods with students’ learning styles are effective strategies to improve their mathematical problem-solving performance. The study recommends the implementation of adaptive and inclusive teaching approaches that consider cognitive and psychological factors in elementary mathematics education.