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This paper discusses the effect of the Problem Based Learning model with the Metacognitive approach on achieving students mathematical resilience. This study also discusses the interaction between learning models with mathematical prior knowledge towards mathematical resilience abilities, and also analyzes student behavior that reflects mathematical resilience abilities based on the learning model. This research is a quantitative study, with two classes as research subjects namely the experimental class and the control class. The research instrument uses a scale of mathematical resilience, interview guidelines, and observation sheets. Research findings obtained include: (1) the learning model used does not have a significant effect on achieving students mathematical resilience, as a whole or based on mathematical prior knowledge, (2) there is no interaction between learning models and mathematical prior knowledge towards achieving students mathematical resilience and (3) the experimental and control class students did not show dominant behavioral differences that reflect mathematical resilience.