This study aimed to describe the use of problem-solving in the teaching and learning of mathematics for the development of students affective creativity in Indonesia. The samples to the study were taken from selected Banjarmasin junior high schools. The research focused on the inability of mathematics learning in developing student’s creativeness. To establish how affective creativity is developed based on mathematics learning, the present paper thought to answer four research questions: how is the creativity of students in Indonesia, especially in Banjarmasin?; how does the affective creativity model work using problem-solving as a method to teaching and learning mathematics? is there any significant difference between problem-solving method and conventional methods in terms of student’s creativity?; lastly, what factors contribute to student’s creativeness development? To answer these questions, mixed research methods entailing both qualitative and quantative methods has been used. In the effort to discover how students’ values or personalities are developed through mathematics learning and factors which might be contributing to the development of students’ creativity a qualitative method was applied. Whereas, in the process of examining how problem-solving learning method during mathematics lessons impact on students’ creativity a quantative method was used. In this regard, data collection was conducted through observation, testing, and interview. The findings revealed that: most students have a higher level of creativity on the cognition aspect with little affective aspect; problem-solving method consists of six phases namely: deliver the objective of the lesson, direct students to the problem through problem-solving method, manage students to learn, guide the students to solve the problem individually or together, present the result and ensure student’s understanding. It has therefore been concluded that the implementation of problem-solving method can advance student’s creativity on cognitive and affective level with low grade students adapting to learning faster. Keywords: affective creativity, creativity, cognition, learning and teaching, mathematical learning and problem-solving.