Abstract
This study aims to describe and determine students' abilities to solve mathematical problems that focus on visual and auditory learning styles. Subjects are eighth-grade students from junior high school in Bulukumba district. This research is descriptive qualitative, which seeks to determine and describe the mathematical problem solving ability in terms of student learning styles. Data is collected using questionnaires, tests, and interviews. The use of questionnaires describes visual learning styles and auditory learning styles. Two numbers of the test determine mathematics problem solving ability in Polya's step, and interviews confirm mathematics problem solving ability. The data analysis techniques are reduction, presentation, and verification. Based on the results, the first subject with a visual learning style can fulfill all the indicators of Polya's steps, but another one is just three indicators. The first subject with an auditory learning style can meet all Polya's steps, but the other can fulfill three indicators.
Highlights
Education is a need that exists in the life of society, nation, and homeland
Problem solving ability is an essential part of the mathematics curriculum because students can gain experience applying their existing knowledge and skills to non-routine problem solving during the learning and completion process
Learning style questionnaires and problem solving ability tests were conducted in class VIII.1
Summary
Education is a need that exists in the life of society, nation, and homeland. Quality and targeted education be used to improve the quality of human resources in a country. The education system is a plan or method for achieving a goal in the teaching and learning process so that students can actively develop their potential. Students will need these skills to collect, manage, and use information in order to live in a changing, uncertain and competitive environment. Problem solving ability is an essential part of the mathematics curriculum because students can gain experience applying their existing knowledge and skills to non-routine problem solving during the learning and completion process. This is in line with Satriani (2020), who stated that problem solving ability is an ability that students must possess
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