Making predictions and observations, interpreting data, and drawing conclusions are all examples of scientific problem-solving procedures. The purpose of this research was 1) to develop scientific problem-solving skills by applying problem-based learning as a basis for students in grade 9 to pass the 70 percent requirement and 2) to study the satisfaction of grade 9 students with respect to problem-based learning management. With these aims in mind, the author developed science learning activities in everyday life by applying problem-based learning management in four plans and developing students' scientific problem-solving skills. Data were collected with a 20-item, multiple-choice scientific problem-solving skill assessment. A total of 32 students in grade 9 in a public secondary school were chosen as study participants. The data were examined with respect to the mean, standard deviation, and percentage. The results revealed that the grade 9 students had an average scientific problem-solving skill score of 15.28 points, representing 76.40%. From this, it can be seen that students had problem-solving skill scores higher than the base requirement. Regarding grade 9 students' satisfaction with PBL management, the mean value was 4.62, representing the most satisfied level.