Abstract
Problem-posing is the ability of students to raise the problem. Problem-posing ability is important, owned by students in mathematics. It is because integrative mathematics learning students need to do scientific activities. The scientific activities comprise observing, questioning, gathering information and communicating. By having problem-posing abilities, expected students to motivate to overcome the problems raised themselves. The purpose of this research analyze problem-posing ability in mathematics in third-grade students at the elementary school levels. The method used qualitative research using descriptive analysis. Here, problem-posing ability in third-grade students in mathematic is still low. It proved this by tests conducted in two elementary schools in Sumedang and got 37.7 and 42.5 scores. Based on the analysis of students’ answers, there are some difficulties experienced by students, namely unable to answer what they know, they cannot find the most important problems, they could not overcome the initial problems, and make questions. The indicators in problem-posing interrelated, that is looking for most important problem by making questions. It is because students will make questions based on the important information which they have already known. With this research, the teacher can easily determine the teaching method by the teacher to improve students’ problem-posing abilities.
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