Mathematical Problem-solving Skills Research Articles

PENGARUH PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK DI KELAS VIII SMP NEGERI 1 PALUPUH

The goal of learning mathematics is to grow problem-solving skills, but in reality, participants' ability to solve mathematical problems remains low. One of the efforts that can be made to overcome the problem is the use of a problem-based learning model. The research method used is quasi experimental research with a Nonequivalent Control Group Design research design. Based on the results of the final test data analysis, it was concluded that the application of the problem-based learning model has an effect on the ability of mathematical students to solve problems, such that the mathematical problem-solving skills of students who learn with the problem-based learning model are superior to those of students who learn with the direct learning model.. Keywords– Problem Based Learning Model, Mathematics Learning, Mathematical Problem SolvingSkills

Hubungan Komunikasi Matematis Dengan Kemampuan Pemecahan Masalah Siswa SMPN 2 Kuripan Tahun Ajaran 2020/2021

This study aimed to determine the relationship between mathematical communication and problem solving skills and the level of mathematical communication skills and problem solving abilities of seventh grade students of SMPN 2 Kuripan for the academic year 2020/2021. This type of research was ex-post facto research with a quantitative approach. The population in this study were all seventh grade students of SMPN 2 Kuripan with a total of 126 students. The sampling technique used is a non-probability sampling technique with purposive sampling type. Collecting data used were tests to obtain mathematical communication data and problem solving ability data. Data analysis technique used was Pearson product moment. The results of this study indicated that the level of mathematical communication of class VII C students of SMP Negeri 2 Kuripan in solving math problems on the set material as a whole was in the medium category with an average of 12.3. it was found that 6 students had good communication skills or with a percentage (25%), 8 students had moderate communication skills or with a percentage (33.3) 10 students were less capable or with a percentage (41.7) Problem Solving Communication Level students of class VII C SMP Negeri 2 Kuripan in solving math problems on the set material as a whole was in the medium category with an average of 18.21. it was found that 5 students had good problem-solving abilities or with a percentage (20.8%), 10 students had moderate problem-solving abilities or with a percentage (41.7), 9 students had poor problem-solving abilities or with a percentage (37.5). While the results the hypothesis test was 0.337 indicating that there was no significant relationship between mathematical communication and problem solving abilities of class VII students of SMPN 2 Kuripan for the academic year 2020/2021.

An Analysis Of Students’ Problem-Solving Skills Based On Mathematic Disposition During The Covid-19 Pandemic

One of the psychological factors that affect problem solving ability is mathematical disposition. Students need a positive mathematical disposition that will make them persistent in facing problems and developing good habits in learning mathematics. The condition of Covid-19 outbreak emphasizes the importance of positive mathematical disposition and good problem solving skills. This study aims at describing students' mathematical problem-solving skills based on mathematical dispositions during the Covid-19 Pandemic. This research belongs to a qualitative descriptive study that involved 27 students in the fourth semester as the research subject. The research data were collected from questionnaires, test descriptions, and interviews. The questionnaire results were used to categorize students' mathematical dispositions. It was followed by an interview with two students selected from each group of mathematical disposition categories. The results of tests and interviews were analyzed based on the category of students' mathematical dispositions. The results of this study showed the three categories of students' mathematical dispositions i.e high, moderate, and low. The students with high mathematical dispositions show good mathematical problem-solving skills because they can perform all indicators of mathematical problem-solving abilities. The students of moderate mathematical disposition were only able to perform the 2-3 indicators. The students of the low mathematical disposition category only fulfilled the 1-2 indicators.

Antibiotic use numeracy: Developing the infectious numeracy test (INT).

Inadequate numeracy is a barrier to patients' understanding of their health. No measure of numeracy related to antibiotic use is available. to develop and validate a measure of numeracy of antibiotic use, and to make this measure available in the Arabic language and context. Best practices for developing, translating and validating scales were consulted to develop an anonymous survey administered on SurveyMonkey. Ten open-ended questions for which participants provided an answer assessed basic numeracy covering fractions, percentages, proportionality, measurement, and estimation, contextualized to real life situations. A panel of five experts, and 10 cognitive debriefings provided face and content validity for the tool. Individuals ≥18 years, who had mastery of Arabic or English were included. Exploratory factor analysis was performed to characterize the psychometric properties of the items, using principal-component analysis. Convergent validity was established by comparing numeracy scores with the antibiotic knowledge scale scores. Differences in numeracy scores according to sociodemographic variables were tested using multivariate analyses of variance. Two hundred fifty-four responses were obtained, giving a response rate of 63.5%. A two-factor structure which explained 44.2% of the variance evolved: "Mathematical knowledge and problem-solving skills" and "Numeracy-related practices and experience". An acceptable reliability of Cronbach's alpha coefficient=0.713. Higher numeracy scores were significantly correlated with the scores of the antibiotic knowledge (r=0.205, p<0.01) and factor one within the tool: "side effects and resistance" (r=0.162, p=0.05). Participants with University/College education presented higher levels of numeracy-related practices and experience than those with high-school education. Likewise, participants with medical insurance presented with higher numeracy scores than those without. A valid and reliable measure of antibiotic numeracy in English and Arabic was created. The tool could identify patients with low numeracy who are candidates for targeted interventions and intensive education on appropriate antibiotic use.

The Development of Learning Device Based on Cognitive Conflict to Improve Mathematics Problem Solving Skills for Students in Madrasah Tsanawiyah

According to the National Council of Mathematics Teachers (NCTM) 2005, Mathematics is a means of problem-solving. NCTM also emphasizes that problem solving cannot be separated from learning Mathematics because problem-solving is an integral part of learning Mathematics. This study aims to improve the mathematical problem-solving ability of students in the Madrasah Tsanawiyah by using a cognitive conflict-based learning model. The subjects of this study were students of class VII Madrasah Tsanawiyah. This type of research is development research. Data collection was carried out in 3 stages, the investigation stage, the prototype phase, and the assessment phase as the level of implementation and achievement in using the cognitive conflict-based learning model. The instruments used in this study were in the form of interview guidelines, questionnaires, and observation sheets. The data analysis carried out is the analysis of data on the validity, practicality, and effectiveness of learning tools. The results of problem-solving abilities can be seen from the results of students' final tests in each meeting which always increase. Based on the study's results, it can be concluded that Cognitive Conflict-based mathematics learning tools can improve students' mathematical problem-solving abilities.

THE EFFECT OF MATHEMATICS PROBLEM-SOLVING ABILITY AND LEARNING INDEPENDENCE ON MATHEMATICS LEARNING ACHIEVEMENT IN ONLINE LEARNING

The COVID-19 pandemic has made face-to-face learning abolished and substituted by online learners, causing the value of mathematical learning performance to fall. It is possible that mathematical problem-solving skills and learning independence are variables that a ffect the reduction in learning achievement in mathematics. This study aimed to examine the effect of partial and simultaneous mathematical problem-solving ability and independent learning on mathematics learning achievement. This study was carried out at SMP N 1 Purwokerto, with the population was class IX SMP N 1 Purwokerto, the sample selected by cluster random sampling was class IX H SMP N 1 Purwokerto. A quantitative study using the ex-post-facto method was used in this study. Tests, surveys, and score documents were used to collect data. Validity and reliability assessments were completed on the tests and surveys. A precondition test, such as a normality test, multicollinearity test, heteroscedasticity test, and linearity test, was performed on the questionnaire test results. After that, a multiple linear regression model and test the hypothesis were formed using coefficients of determination, partial test, and simultaneous test methods. Y=49,280+0,107X1+0,378X2 was the linear regression model formed. According to the findings, mathematical problem-solving skills showed a significant effect on the learning achievement of 10.7%. Learning autonomy had a 37.8% positive effect on learning achievement. Simultaneously, the ability to solve mathematical problems and autonomous learning had a 70.7% significant effect on learning achievement

Improving problem-solving skills through technology assisted collaborative learning in a first year engineering mathematics course

PurposeThe purpose of this research study is to explore simple collaborative technique for teaching mathematics and thus improving the problem solving skills of the students. Better pedagogic activities are required to motivate the students to perceive mathematics as a subject that stimulates problem-solving skills required for engineers.Design/methodology/approachThis paper presents a research study on the application of technology-supported collaborative learning in improving the problem-solving skills of first-year engineering students in a mathematics course. The experiment was conducted in a mathematics course “Engineering Calculus” with 286 first-year engineering students in two groups: experimental group (N = 60) and controlled group (N = 226). The academic performance of the students was measured and analyzed with statistical techniques.FindingsFrom the results obtained, it was found that the academic performance of the experimental group was better than the controlled group. Also, interest shown by the students in the topic that dealt with collaborative learning was more than in other topics taught using conventional teaching methods.Research limitations/implicationsThe teachers are required to find effective pedagogical activities to improve the problem-solving skills in mathematics. The research work proposes a collaborative method in mathematics for attaining higher cognitive level in an entry level engineering course. The limitation of this study lies in group formation techniques and the grading policy which deals only with individual assessment scores.Practical implicationsPractice of collaborative learning is made easy with simple technology. A clear strategy for the conduct of collaborative learning sessions has been presented. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.Social implicationsUsing technology in mathematics teaching may not be very easy for all teachers. Especially, for an undergraduate engineering fresher, mathematics may not be a very easy task. This work shall bridge the gap with simple technology-assisted collaborative learning. The teachers need not spend too much time and effort in learning technology for mathematics teaching. The effect of this learning is significant in terms of the performance and satisfaction evaluation.Originality/valueThis work presents a systematic implementation of collaborative learning that shall result in improved problem-solving skills and engaging learning sessions. The statistical analysis methods and the visualization of obtained results shall help in understanding the implications of the presented work. Practice of collaborative learning is made easy with simple technology. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.

The Effect of Organization and Reading Comprehension Skills of Primary School Fourth Grade Students on Mathematical Problem Solving and Posing Skills

Bu çalışmanın amacı, ilkokul 4. sınıf öğrencilerinin organizasyon ve okuduğunu anlama becerilerinin problem çözme ve kurma becerileri üzerindeki etkisini incelemektir. İki farklı devlet ilkokulundan toplam 105 dördüncü sınıf öğrencisinin katıldığı çalışmada, nicel araştırma yönteminin ilişkisel tarama modeli kullanılmıştır. Veri toplamada; Organizasyon Becerileri Ölçeği, Bilgilendirici Metin Okuduğunu Anlama Becerileri Ölçeği ve Problem Çözme ve Kurma Becerileri Testi kullanıldı. Öğrencilerin okuduğunu anlama ve problem çözme-kurma becerileri arasındaki ilişkiyi belirlemek için basit doğrusal regresyon kullanılmıştır. Analizler sonunda, öğrencilerin organizasyon becerilerinin problem çözme ve kurma becerilerinin önemli bir yordayıcısı olduğu bulunmuştur. Ancak okuduğunu anlama becerisinin problem çözme ve kurma becerisinin yordayıcısı olmadığı sonucuna ulaşılmıştır.

Skills in Solving Mathematical Problems in the Statistics Subject Using Interactive Multimedia in Grade VI of Elementary School

Problem-solving skills are one that students shall have in learning mathematics. To assist students in developing problem-solving skills, Information and Communication Technology (ICT) may be used, one of which is interactive multimedia. Therefore, this research aims to use interactive multimedia to describe students' mathematical problem-solving skills in statistics at the elementary school level. This research uses descriptive qualitative research with a case study model. Research subjects aged 11-12 years in collecting data, the researcher used an instrument for performance indicators and then strengthened interviews (unstructured) with educators and students. Then analyzed using an In this study, researchers used the theory of Miles and Huberman. Overall, the analysis of students' problem-solving skills is already very skilled. It has been proven that almost all students achieve performance indicators, namely, capable of understanding the problems presented, carrying out solution planning, solving problems according to plan indicators, and conducting re-examinations to re-examine them. This research implies that teachers can apply interactive multimedia to increase student activity in learning.

AN INTEGRATIVE READING COMPREHENSION APPROACH AND MATHEMATICAL PROBLEM-SOLVING APPROACH TO ENHANCE STUDENTS’ PERFORMANCE OF GRADE 7

This descriptive method of study aimed to determine the level of integrative reading comprehension approach and mathematical problem-solving approach of three heterogeneous sections who were chosen purposively in Grade 7 of Binahaan Integrated School, Pagbilao II District, Division of Quezon. It sought to determine the student?s level of integrative reading comprehension approach in terms of literal, interpretative, and critical comprehension, as well as the student?s level of mathematical problem-solving approach in terms of understanding, strategizing and implementing. This study also determined the level of student?s performance in reading comprehension skills and problem-solving skills in terms of test and its relationship. It also identified the relationship between integrative reading comprehension approach and students? performance in reading comprehension, as well as the relationship between the mathematical problem-solving approach and students? performance in mathematical problem-solving. Based on the data presented, analyzed, and interpreted, it revealed that Grade 7 students have high level of integrative reading comprehension approach in terms of literal, interpretative and critical comprehension. In addition, the level of mathematical problem-solving approach in terms of understanding, strategizing and implementing among Grade 7 students is also high. The findings also revealed that Grade 7 students are in proficient level in Reading Comprehension Skills and Mathematical Problem-Solving Skills in terms of Test. The findings revealed that the null hypotheses were rejected which claims that there is no relationship between those variables. Thus, there is a significant relationship between the students? performance in reading comprehension skills and students? performance in mathematical problem-solving skills. Moreover, there is a significant relationship between the integrative reading comprehension approach and students? performance in terms of reading comprehension skills and between the Mathematical Problem-Solving Approach and Students? Performance in terms of Problem-Solving Skills. This study recommends that teachers must to develop integrated Math and English intervention material to help the left - behind learners and maximize the teachers? potential in making more effective learning materials.

Students’ problem-solving ability in number patterns topic viewed from cognitive styles

Mathematical problem-solving skills are essential. However, students’ ability to solve number patterns problems topic has not been optimal. The results of previous studies show different problem-solving skill profiles in students with Field Dependent (FD) and Field Independent (FI) cognitive styles in geometry and algebra. Therefore, this study aims to describe the problem-solving ability of students in number patterns based on cognitive styles. The research used qualitative methods with a descriptive approach. The study involved all students of grade 8 at a public junior high school in Klaten Regency, Central Java, Indonesia. Four students were selected for in-depth analysis by administering the Group Embedded Figure Test (GEFT) test and many patterns problem-solving test. Instruments used in this study included the GEFT test and the problem-solving test of number patterns. Research data was collected through a test, interviews, and documentation. The triangulation was applied to validate the data. Data were processed by reducing data, presenting data, and verifying. The results showed that FI students are better able to solve number pattern problems than FD students. It can be seen that FD students can understand the problem, devise a plan, and carry out the plan. However, FD students have been unable to look back at the solutions. Meanwhile, FI students can understand problems, devise a plan, carry out the plan, and look back at the solutions well. Therefore, it is needed to focus more on enhancing FD students’ ability in the stage of looking back.

Developing mathematical problem-solving skills in primary school by using visual representations on heuristics

Developing students’ skills in solving mathematical problems and supporting creative mathematical thinking have been important topics of Finnish National Core Curricula 2004 and 2014. To foster these skills, students should be provided with rich, meaningful problem-solving tasks already in primary school. Teachers have a crucial role in equipping students with a variety of tools for solving diverse mathematical problems. This can be challenging if the instruction is based solely on tasks presented in mathematics textbooks. The aim of this study was to map whether a teaching approach, which focuses on teaching general heuristics for mathematical problem-solving by providing visual tools called Problem-solving Keys, would improve students’ performance in tasks and skills in justifying their reasoning. To map students' problem-solving skills and strategies, data from 25 fifth graders’ pre-tests and post-tests with non-routine mathematical tasks were analysed. The results indicate that the teaching approach, which emphasized finding different approaches to solve mathematical problems had the potential for improving students’ performance in a problem-solving test and skills, but also in explaining their thinking in tasks. The findings of this research suggest that teachers could support the development of problem-solving strategies by fostering classroom discussions and using for example a visual heuristics tool called Problem-solving Keys.

Implementation of geogebra-assisted creative problem-solving model to improve problem solving ability and learning interest students

Mathematics aims to make students have good problem-solving skills based on the junior high school curriculum. However, the reality in the field is that more than 50% of students cannot solve problem-solving problems. This study aims to (1) Analyze the differences in the improvement of the problem-solving abilities of students who received learning with the GeoGebra-assisted CPS model and the problem-solving skills of students who received conventional learning in terms of overall and early mathematics ability (superior and low); (2) Analyzing the differences in learning interest of students who received GeoGebra-assisted CPS learning and students who received conventional understanding; (3) Analyzing the correlation between problem-solving abilities and students' interest in education. The research design employed was sequential explanatory with a quasi-experimental method. The Instruments were written tests, questionnaires, observation sheets, and interview guidelines. The data obtained were analyzed using the Mann-Whitney U test, t-test, and correlation test. The results showed that: (1) The improvement of the problem-solving abilities of students who received GeoGebra-assisted CPS learning was better than students who received conventional learning, and there was no difference in the problem-solving abilities of the superior early mathematical ability and low early mathematical ability groups; (2) The learning interest of students who receive GeoGebra-assisted CPS learning is better than students who receive conventional learning; (3) There is no correlation between problem-solving ability and student interest in learning. Creative problem-solving learning models assisted by GeoGebra applications can improve students' mathematical problem-solving skills and interest in learning.

THE INFLUENCE OF ETHNOMATHEMATICS BASED LEARNING ON MATHEMATICS PROBLEM-SOLVING ABILITY: A META-ANALYSIS

The introducer of ethnomathematics defined ethnomathematics as mathematics practised among identified cultural groups. Ethnomathematics positively impacts the learning process either as a Moderate or an approach to, for example, problem-solving ability. Previous researchers have carried out several studies on implementing ethnomathematical-based learning to improve students’ problem-solving ability. However, the analysis shown is very varied, so it still raises doubts about the impact of learning using ethnomathematics on mathematical problem-solving abilities. This study aims to determine the correlation between ethnomathematical-based with students’ problem-solving skills. This study uses meta-analysis research, which combines several experimental Studies that collate the effectuality of ethnomathematical-based learning and regular instruction on improving the mathematical problem-solving ability. Relevant studies were searched through e-resources from Perpusnas databases with the specified keywords. There are 106 studies obtained from the search query. Fourteen studies were selected according to the inclusion and exclusion criteria. Meta-Mar was used to determine the joined effect size by analysing the selected studies. This study shows that the joined effect size of applied ethnomathematical-based learning in improving mathematical problem-solving skills is 1,04 and was classified as a strong effect. Therefore, it is deduced that ethnomathematical-based learning relies on mathematical problem-solving abilities. Statistically, the implementation of ethnomathematics-based learning in improving mathematical problem-solving ability is also influenced by the study’s characteristics at the level of education.

Efforts to Improve Students' Mathematical Problem-Solving Ability by Applying Guided Discovery Method in Class VII SMP PAB 2 Helvetia T.A. 2021/2022

The purpose of this study was to determine: (1) How the teacher's efforts to improve students' mathematical problem-solving skills by applying the guided discovery method, (2) How to increase the mathematical problem-solving abilities of students in class VII SMP PAB 2 Helvetia T.A. 2021/2022 after the guided discovery method is applied. This type of research is classroom action research. The subjects in this study were seventh grade students of SMP PAB 2 Helvetia T.A. 2021/2022, 1 class from 6 existing classes, namely class VII-6, totaling 15 students. The object of this research is the student's problem-solving ability on the set material by applying the guided discovery method. The research instruments used were tests, observations and documentation. The study consisted of 2 cycles, each consisting of 2 meetings. The increase in problem solving ability can be seen from the level of students' ability to solve problems, namely in the initial problem solving ability test with an average value of 35 (very low), in the first cycle problem solving ability test with an average value of 55.5 (very low), and on the problem-solving ability test in Cycle II with an average score of 80.6 (high). In addition, the ability of researchers to manage lessons has increased from Cycle I to Cycle II, namely from the total initial activities, core activities, and closing in Cycle I of 61.8 and in Cycle II of 86.5 and N-Gain obtained is 0, 5. It can be concluded, that the application of the guided discovery method can improve the mathematical problem solving ability of class VII students of SMP PAB 2 Helvetia because the problem solving ability of students has reached the minimum target of problem solving ability, which is 85% of students who take the test reach a mastery level of at least 70 (TKPM). currently).

The Role-Playing Problem-Posing Learning to Improve Students' Emotional Intelligence and Mathematics Problem-Solving Skills

The research is aimed to observe the effect of role-playing problem-posing learning methods on emotional intelligence and mathematic problem-solving ability. This research was a quasi-experimental research with a non-equivalent pretest-posttest control group design. The sample was chosen by random sampling with Primary 4A 17 students as a control group class and Primary IV B 17 students as an experiment group class. The Data collection techniques was done through emotional intelligent questionnaire and mathematics problem-solving test. T-test was used as an analysis technique due to data collection before and after the research program. Based on T-test analysis for emotional intelligence and mathematic problem-solving ability, the data showed there was no difference before and after research in both control and experiment class with the value of sig. 2 tailed 0,303&gt;0,05 for emotional intelligence and mathematic problem-solving ability got sig. 2 tailed scores 0,908&gt;0,05. The differences shown in control and experiment classes after learning method in the research with the value of sig. 2 tailed 0,02&lt;0,05 for emotional intelligence and mathematic problem-solving ability got sig. 2 tailed scores 0,01&lt;0,05. In this research, the learning method was the only thing which caused differences, so the researcher concluded that there was an effect of role-playing problem posing learning method to students’ emotional intelligence and mathematics problem-solving ability

Relationship among mathematics representation skills, mathematics anxiety, and problem-solving ability of 8th graders

The purpose of this research was to determine whether there was a positive and significant relationship between mathematical representation skills and mathematical anxiety with the problem-solving abilities of eighth grade students of SMP N 2 Sedayu Bantul Yogyakarta. This research is a quantitative research involving 63 grade VIII students of SMP Negeri 2 Sedayu. The data collection method is carried out through data collection techniques in the form of questionnaires and tests. The questionnaire instrument was used to determine student learning anxiety while the test instrument was used to determine mathematical representation and problem-solving skills. Data analysis used multiple linear regression analysis method. The results showed that there was a positive and significant relationship between mathematical representation ability and mathematical anxiety with solving ability by using the F-test which resulted in F = 3.882 &gt; 3.33 = F table with a significance level of 5%. While the correlation coefficient obtained is R = 0.3666. The regression equation is . The relative contribution of X1 is 57.88% and X2 is 42.11%. While the effective contribution of X1 is 12.24% and X2 is 8.904%.

Vocational High School Students' Mathematical Problem-Solving Ability Viewed from Self Confidence

Problem-solving ability is an essential cognitive aspect of Mathematics. One aspect of improving problem-solving is self-confidence. This study describes the mathematical problem-solving ability regarding the self-confidence of 34 students of class X TKRO 2 SMK Wiworotomo Purwokerto for the academic year 2019/2020. The method used is a descriptive qualitative, quantitative approach. The assessment instruments used include tests and self-confidence questionnaires. Students are grouped into low, medium, and high categories based on a self-confidence questionnaire. Each class was sampled using the purposive sampling technique. Data analysis includes reduction, presentation, and conclusion. The results obtained are high self-confidence, and students have good mathematical problem-solving skills, meaning that they fulfill all aspects of problem-solving. Students with medium self-confidence have good problem-solving skills but cannot provide conclusions at the end of the answer. Meanwhile, low self-confidence is not able to achieve indicators of problem-solving abilities. In addition, self-confidence and problem-solving ability have a positive correlation.

Implementasi Pendekatan Saintifik untuk meningkatkan Kemampuan Pemecahan Masalah Matematika Pada Materi Persamaan Garis Lurus di MTs Negeri 3 Cilacap

This study aims to determine the effectiveness of the scientific approach in improving mathematical problem-solving skills in straight line equations. This research is a classroom action research with 22 students as research subjects. This study consisted of two cycles with each cycle consisting of 2 meetings. The instruments used are in the form of questionnaires, interview sheets, and observation sheets. The data analysis technique used descriptive qualitative. The results of the analysis show that: 1) the scientific approach is effective to improve students' mathematical problem-solving abilities; 2) The problem-solving ability in the first cycle showed a fairly good category with an average score of 56.37 with the completeness of 49.99%; 3) The problem-solving ability in the second cycle showed a very good category with an average score of 81.81 with the completeness of 93.17%.

Upaya Meningkatkan Kemampuan Pemecahan Masalah Matematis melalui Pendekatan Realistik Siswa Kelas VIII MTs Pondok Pesantren Saifullah T.A 2021/2022

This study aims to improve mathematical problem-solving skills through a realistic approach, to determine the Mastery of learning mathematics and student responses to learning with a realistic approach. This type of research is classroom action research with the subject of class VIII MTs Saifullah Islamic Boarding School, carried out in 2 cycles. Data retrieval is done by testing problem-solving skills and student responses. The results showed that problem-solving ability has increased. This can be seen from the classical completeness of the student's problem-solving ability test from the initial examination. Cycle 1 and cycle 2 are 5 (25%) students who complete the initial test, 12 (60%) students who complete cycle 1, and 17 (85%) students who complete cycle 2. The conclusion is the students' mathematical problem-solving abilities have increased through a realistic approach, Mastery of mathematics students' learning has increased through a realistic approach, and student responses to learning with a realistic approach to number pattern material are very good.