Analysis of problem solving ability through problem based learning in triangle perimeter of 7^th grade in Kanisius Kalasan junior high school

This study aims to design problem-based learning in the triangle perimeter material and analyze problem-solving ability in triangle perimeter material of 7th Grade in Kanisius Kalasan Junior High School. Students of 7th Grade in Kanisius Kalasan do not get any opportunity to develop problem solving ability because the teacher still use conventional methods. According to the National Council of Teacher of Mathematics (2000) the development of problem solving abilities is one of the goals in the process of learning mathematics, it is an aspect that can make students develop mathematical thinking skills. The type of research used in this study is design research. The subjects of this study were 22 students of class 7B in Kanisius Kalasan. The research instrument in this study was a test sheet. The results of research related to the learning process show that the stages of the process that occur were as follows: (1) the orientation phase of students about the problem regarding of triangle perimeter, (2) organizing learners to learn related to the topic of triangle perimeter, (3) guiding individual/group experience on the process of learning triangle perimeter, (4) developing and presenting the work obtained from the discussion group, and (5) conclude the results of the learning process that has been done. The following results below were obtained based on students problem solving abilities: there are 14 students who were qualified within 4 out of 5 indicators, namely students can identify the elements that were known, asked, and the adequacy of the elements needed, students could form mathematical problems or develop mathematical models, students can apply strategies to solve various problems within or outside mathematics, and students can use mathematics significantly and there are 8 students who qualified within 2 out of 5 indicators namely students can identify the elements that are known, asked, and the adequacy of elements needed and students can use mathematics meaningfully.