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This study aims to determine whether: (1) there is the influence of the application of PBL learning models and conventional models on student mathematics learning outcomes, (2) there is an influence of high initial knowledge and low initial knowledge of student mathematics learning outcomes, (3) interaction, application learning models and preliminary knowledge of students mathematics learning outcomes, (4) mathematics learning outcomes of students with high initial knowledge higher than mathematics learning outcomes of students with low initial knowledge for students who learn to use PBL learning models, (5) student mathematics learning outcomes with high initial knowledge higher than student learning outcomes with low initial knowledge for students learning with conventional model learning models, (6) mathematics learning outcomes of students who learn to use PBL learning models higher than mathematics learning outcomes of students learning to use models conventional al for students who have high initial knowledge, (7) mathematics learning outcomes of students who learn to use PBL learning models are higher than mathematics learning outcomes of students who learn to use conventional models for students who have low initial knowledge. The method of this researcher was quasi-experimental research using a Complete Randomized Block Design. The results of this study indicate that: (1) there is an influence of the learning model on students mathematics learning outcomes, where the PBL model is better than the conventional model, (2) there is an influence of early mathematical knowledge on students mathematics learning outcomes, which has a correlation / correlation positive between the initial knowledge with students mathematics learning outcomes, (3) there is an interaction between the learning model and early mathematical knowledge of students mathematics learning outcomes, (4) there are no significant differences in learning outcomes between students learning with PBL models and students learning with Conventional models for students with high initial knowledge of mathematics, (5) learning outcomes of students learning with PBL models are better than learning outcomes of students who study with conventional models, for students who have low initial knowledge of mathematics, (6) there are no differences in results significant learning between students with initial knowledge m high mathematics and students with low initial knowledge of mathematics in learning with the PBL model, (7) there are significant differences in learning outcomes between students with high initial math knowledge and students with low initial math knowledge in learning with conventional models.