A Comparative Study of Problem-Posing Implementation Between Indonesia and Abroad in Mathematics Education

DOI:

https://doi.org/10.58421/gehu.v5i2.939

Authors

  • Inayah Wulandari Universitas Negeri Yogyakarta
  • Yuanda Oktrin Lay Universitas Negeri Yogyakarta https://orcid.org/0009-0001-0540-7825
  • Puja Asti Ananta Universitas Negeri Yogyakarta https://orcid.org/0009-0009-1687-7118
  • Abdul Khair Idham Hamzah Universitas Negeri Yogyakarta
  • Carlos Surya Mahardika Biaf University of Exeter

Keywords:

Affective Aspects , Cognitive Aspects , Mathematics Education , Problem Posing, Systematic Literature Review

Abstract

The application of problem posing in mathematics education faces challenges, including teacher misconceptions and difficulties. This study examines the implementation of problem posing in Indonesia and internationally, focusing on the improvements achieved and the steps taken to achieve them. A Systematic Literature Review (SLR) method with a qualitative descriptive approach was used, adhering to PRISMA guidelines, to explore the impact of problem posing on cognitive and affective aspects. Cognitive aspects include creativity, problem-solving skills, critical thinking, mathematical communication, and related skills, while affective aspects include motivation, curiosity, and enjoyment. The research found that the general structure of problem posing is similar across countries: the teacher presents a situation, students pose a problem, and then solve it. However, international practices often include additional steps, such as identifying problem elements and designing problem structures, before formulation. Indonesia's approach tends to focus more on textbook-based activities and exercises. This study highlights the differences and similarities in problem-posing methods, suggesting that while there are shared principles, international practices often incorporate a more structured and comprehensive approach than those in Indonesia.

Downloads

Download data is not yet available.

References

I. Pelczer and H. P. Osana, "A review on problem posing in teacher education," in Mathematical Problem Posing: From Research to Effective Practice, Psychology Press, 2015. https://doi.org/10.1007/978-1-4614-6258-3_23

J. Cai and S. Hwang, "Teachers as redesigners of curriculum to teach mathematics through problem posing: Conceptualization and initial findings of a problem posing project," ZDM - Mathematics Education, vol. 53, no. 4, pp. 1403-1416, 2021. https://doi.org/10.1007/s11858-021-01252-3

E. A. Silver, "On Mathematical Problem Posing," For the Learning of Mathematics, vol. 14, no. 1, pp. 19-28, 1994.

K. J. Wilkie, "Creative thinking for learning algebra: Year 10 students’ problem solving and problem posing with," Thinking Skills and Creativity, vol. 52, 2024. https://doi.org/10.1016/j.tsc.2024.101550

J. P. Martín-Díaz, M. Montes, M. Codes and J. Carillo, "Characterisers of teaching in a mathematics problem posing lesson in preschool education," Sustainability (Switzerland), vol. 12, 2020. https://doi.org/10.3390/su12156148

H. Polat and M. Özkaya, "The effect of problem posing-based active learning activities on problem-solving and posing performance: The case of fractions," Journal of Pedagogical Research, vol. 7, no. 1, pp. 67-81, 2023. https://doi.org/10.33902/JPR.202317880

I. Q. Utami and W. Y. Hwang, "The impact of collaborative problem posing and solving with ubiquitous-decimal app in authentic contexts on math," Journal of Computers in Education, vol. 9, no. 3, pp. 427-454, 2022. https://doi.org/10.1007/s40692-021-00209-5

L. M. Hartmann, J. Krawitz and S. Schukajlow, "Create your own problem! When given descriptions of real," ZDM - Mathematics Education, vol. 53, no. 4, pp. 919-935, 2021. https://doi.org/10.1007/s11858-021-01224-7

N. Sangpom and W. Sangpom, "Enhancing mathematics achievement through online problem-posing: a study during the covid-19," Educational Planning, vol. 31, no. 3, pp. 53-66, 2024.

A. Leavy and M. Hourigan, ""Attending to task variables when engaging in group problem posing for elementary level mathematics," Journal of Mathematical Behavior, vol. 73, pp. 1-21, 2023. https://doi.org/10.1016/j.jmathb.2024.101128

Z. Kovács and et al, "Incorporating Problem-Posing into Sixth-Grade Mathematics," Education Sciences, vol. 13, no. 2, 2023. https://doi.org/10.3390/educsci13020151

L. D. English, "The development of 5th-grade problem-posing abilities," Educational Studies in Mathematics, vol. 34, pp. 183-217, 1997.

J. Cai and S. Hwang, "Learning to teach through mathematical problem posing: Theoretical considerations, methodology, and directions for future research," International Journal of Educational Research, vol. 102, 2020. http://www.jstor.org/stable/45380372

H. Elgrably and R. Leikin, "Creativity as a function of problem-solving expertise: Posing new problems through investigations," ZDM - Mathematics Education, vol. 53, no. 4, pp. 891-904, 2021. https://doi.org/10.1007/s11858-021-01228-3

J. Stewart and L. Ball, "The Tension Between Allowing Student Struggle and Providing Support When Teaching Problem-Solving in Primary School Mathematics," Canadian Journal of Science, Mathematics and Technology Education, vol. 23, no. 4, pp. 791-817, 2023. https://doi.org/10.1007/s42330-024-00309-1

L. Zhang and G. J. Stylianides, "Enhancing mathematical problem posing competence: A meta analysis of intervention studies," International Journal of STEM Education, vol. 11, no. 1, pp. 1-24, 2024. https://doi.org/10.1186/s40594-024-00507-1

A. P. Christidamayani and Y. D. Kristanto, "The Effects of Problem Posing Learning Model on Students’ Learning Achievement and Motivation," Indonesian Journal on Learning and Advanced Education (IJOLAE), vol. 2, no. 2, pp. 100-108, 2020. https://doi.org/10.23917/ijolae.v2i2.9981

Ü. Kul, S. Çelik and Z. Aksu, "The Impact of Educational Material Use on Mathematics Achievement: A Meta-Analysis," International Journal of Instruction , vol. 11, no. 4, pp. 303-324, 2018.

A. Kaur and R. Rosli, "Problem Posing in Mathematics Education Research: A Systematic Review," International Journal of Academic Research in Progressive Education and Development, vol. 10, no. 1, pp. 438-456, 2021. https://doi.org/10.6007/IJARPED%2FV10-I1%2F8641

M. C. Aktas, "Problem-posing research in mathematics education: A bibliometric analysis,," Journal of Pedagogical Research, vol. 6, no. 4, 2022. https://doi.org/10.33902/JPR.202217414

A. Mallart, V. Font and J. Diez, "Case study on mathematics preservice teachers’ difficulties in problem posing," Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 4, pp. 1465-1481, 2018. https://doi.org/ 10.29333/ejmste/83682

S. Rochaminah and et al, "Needs Assessment for the Development of Learning Models Based on Mathematical Problem Posing to Improve Critical Thinking Skills," KnE Social Sciences, vol. 7, no. 1, pp. 67-81, 2024. https://doi.org/10.18502/kss.v9i13.15966

L. Baumanns and B. Rott, "Metacognitive Behaviour in Problem Posing-a Case Study," Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, vol. 2, pp. 47-55, 2021.

J. P. T. Higgins and et al, Cochrane Handbook for Systematic Reviews of Interventions, 2nd ed. Wiley-Blackwell, 2019.

R. Sharif, "The relations between acculturation and creativity and innovation in higher education: A systematic literature review," Educational Research Review, vol. 28, pp. 1-26, 2022. https://doi.org/10.1016/j.edurev.2019.100287

D. Moher and et al, "Preferred reporting items for systematic review and meta analysis protocols (PRISMA-P) 2015 statement," Japanese Pharmacology and Therapeutics, vol. 47, no. 8, pp. 1177-1185, 2019. https://doi.org/ 10.1136/bmj.g7647

A. Kizilaslan and et al, "Inquiry based teaching in Turkey: A content analysis of research reports," International Journal of Environmental and Science Education, vol. 7, no. 4, pp. 599-617, 2012.

Toheri, W. Winarso and A. A. Haqq, "Where Exactly for Enhance Critical and Creative Thinking: The Use of Problem Posing or Contextual Learning," Europan Journal of Educational Research, vol. 9, no. 2, pp. 877-887, 2020. https://doi.org/ 10.5220/0009914806980705

P. Arif, B. Bundu and N. Arsyad, "Development of mathematics learning device with scaffolding-assisted problem approach to improve character learners," Universal Journal of Educational Research, vol. 8, no. 7, pp. 3236-3243, 2020. http://dx.doi.org/10.13189/ujer.2020.080753

A. Kurniasih, I. Hidayah and M. Asikin, "Teacher Support for Eliciting Students Mathematical Thinking: Problem Posing, Asking Questions, and Song," International Journal of Learning Teaching and Educational Research, vol. 19, no. 10, pp. 265-285, 2020. https://doi.org/10.26803/ijlter.19.10.15

D. Darhim, S. Prabawanto and B. E. Susilo, "The effect of problem-based learning and mathematical problem posing in improving student’s critical thinking skills," International Journal of Instruction, vol. 13, no. 4, pp. 103-116, 2020. https://doi.org/10.29333/iji.2020.1347a

F. Andika, I. Pramudya and S. Subanti, "Problem Posing and Problem Solving With Scientific," International Online Journal of Education and Teaching (IOJET), vol. 7, no. 4, 2020. http://iojet.org/index.php/IOJET/article/view/1037

C. Chasanah, Riyadi and B. Usodo, "The Effectiveness of Learning Models on Written Mathematical Communication Skills Viewed from Students' Cognitive Styles," European Journal of Educational Research, vol. 9, no. 3, pp. 979-994, 2020. https://doi.org/10.12973/eu-jer.9.3.979

R. Divrik, "Effect of Teaching Mathematics Supported by Problem-posing Strategies on Problem-posing Skills," International Journal of Modern Education Studies, vol. 7, no. 2, pp. 371-408, 2023. https://doi.org/10.51383/ijonmes.2023.308

K. G. Yiğ and Z. Ay, "An Analysis of the Qualities of the Problems Posed by the Students in a Seventh Grade Mathematics Course Assisted by the Problem Posing Approach," International Journal of Contemporary Educational Research, vol. 8, no. 2, pp. 13-30, 2022. https://doi.org/10.33200/ijcer.795390

A. J. V. Patac, L. P. Patac and N. E. Crispo, "Students’ understanding of a geometric theorem: A case of grade 9 problem posing," JRAMathEdu (Journal of Research and Advances in Mathematics Education), vol. 7, no. 2, pp. 105-115, 2022. https://doi.org/10.23917/jramathedu.v7i2.16394

A. Bataller, I. Ferrando and A. Reyes-Tores, "Visual Poetry and Real Context Situations in Mathematical Problem Posing and Solving: A Study of the Affective Impact," Mathematics, vol. 10, no. 10, 2022. https://doi.org/10.3390/math10101647

R. Rosli and et al, "Elementary preservice teachers’ knowledge, perceptions and attitudes towards fractions: A mixed analysis," Journal on Mathematics Education, vol. 11, no. 1, pp. 59-76, 2020. https://doi.org/10.22342/jme.11.1.9482.59-76

P. Freire, Pedagogy of the Oppressed, 30th anniversary, New York: NY: Continuum, 2000.

S. I. Brown and M. I. Walter, The Art of Problem Posing, 3rd ed, Lawrence Erlbaum Associates, 2005.

Downloads

Additional Files

Published

2026-03-11

How to Cite

[1]
I. Wulandari, Y. O. Lay, P. A. Ananta, A. K. I. Hamzah, and C. S. M. Biaf, “A Comparative Study of Problem-Posing Implementation Between Indonesia and Abroad in Mathematics Education”, J.Gen.Educ.Humanit., vol. 5, no. 2, pp. 2345 –, Mar. 2026.

Issue

Vol. 5 No. 2 (2026): April

Section

Articles

License

Copyright (c) 2026 Journal of General Education and Humanities

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.