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This research aims to find out whether there are : (1) the significant difference of problem-solving skill and comprehension of biological concept between students who are taught with Problem-Based Learning (PBL) strategy and students who are given direct teaching process; (2) the significant difference of problem-solving skill and comprehension of biological concept among students who are academically high, academically medium, and academically low; The population of the study was 183 students, the samples taken were 60 students. The study is a quasi experimental study. Descriptive analysis is used to describe and elaborate the data, whereas inferential analysis is used to find out the difference of Problem-Based Learning-s effect on the students- problem-solving skill and the students- comprehension of biological concept based on their academic performance. The result of the study shows that: (1) there is significant difference of problem-solving skill and comprehension of biological concept between those who are taught via PBL and those who are given direct teaching; (2) there is significant difference of problem-solving skill and comprehension of biological concept among the students who have different academic performance