problem Solving

Problem solving is a cognitive processing of important events happening during the learning
process, and refers to the efforts of people to achieve their goal because they do not have an automated
solution and many experts theories have learning assumes that problem solving is a key process in learning,
especially in math and science (Schunk 2012: 416).
Evans (in Suharnan, 2005) defines the problem solving is an activity that involves choosing a way
out or a way suitable for action and changing conditions now (the present state) leads to a situation that is
expected (future desired state or goal).
Chauhan (in Satria 2009) added that solving the problem is the highest level of a learning process
because it calls for the prediction, analysis of the factors and principles to develop a causal relationship.
Troubleshooting is done by trying various alternative settlement resulting from the formation of new
possibilities as it ignore the causes of the problem itself.
According Wena (2009: 5) experts study suggests that problem-solving ability can be formed
through a field of study and disciplines are taught.

Indicator
1. Students are able to declare the order of the steps in solving problems
2. Students are able to discover the possibilities of problem solving strategies
3. Students are able to evaluate and select these possibilities relation to the existing criteria
4. Students are able to choose a selection of the optimal solution
5. Students are able to develop a plan to implement problem-solving strategies.

Mathematic attitude
Katagiri asserted that mathematical thinking such an attitude, in which can be expressed as a state
of "trying to do" or "work to do" something. It is not limited to the results represented by the action, as in
"ability to do it," or "can" or "can not do" something.
Maass & Schlöglmann. (2009: 22), explains that "Attitudes may be Considered either as
propensities toward Certain patterns of behavior, or ropensities toward Certain kinds of emotional feelings
in particular domains, eg in relation to mathematics". From the statement above we can see that the attitude
can be interpreted as a tendency toward a certain pattern of behavior or response to certain types of
emotional sense in a special domain for example related to mathematics.
Zan & Martino (2007: 2) states, "attitude toward mathematics is therefore seen as the pattern of
beliefs and emotions associated with mathematics". Attitudes toward mathematics is seen as a pattern of
trust and emotional relationship with mathematics.
Indicator
1. Trying to understand the problem or the substance of math problems independently
2. Trying to take logical actions
 3. Trying to express things clearly and concisely
4. Trying to find things better

Math connection
To give the impression to students that mathematics is the science of dynamic is needed to set the
connection between math with what is currently done mathematician or to solve the problems of life
(breathe life) in math (Swetz, 1984 in Johnson and Litynsky, 1995: 225 ).
Mathematical connection capability is the ability to link the mathematical concepts, both among
the topics in mathematics itself or associate with the concept of mathematical concepts in other fields
(Ruspiani, 2000: 68).
Coxford (1995: 3-4) argues that the mathematical connection capabilities include: (1)
mengoneksikan conceptual and procedural knowledge, (2) use mathematics on other topics (other
curriculum areas), (3) use mathematics in life activities, (4) see mathematics as an integrated whole, (5)
implementing the ability to think mathematically and create models to solve problems in other subjects,
such as music, art, psychology, science, and business, (6) find a connection between the topics in
mathematics, and (7) recognize the various representations of the same concept.
Indicator
1. Recognize and exploit the relationships between ideas in mathematics;
2. Understanding how ideas in math and underlying interconnected with one another to produce a
coherent wholeness;
3. Recognize and apply mathematics in the context of its outside mathematics.