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are moderate and the difficulty in understanding the problem is low. The difficulty of devising a plan is higher than carry out the plan because due to difficulties in completing
the assessment instrument, teachers were required to write down the formula used in the settlement of this issue, i.e.
. But many teachers who do not write the formula so that it is concluded that the teachers had difficulty in design problem
solving.
2. Problem Number 2
The second problem is a problem of the graph of the function. The result showed that 69 teachers got difficulties in understanding the problem, 72 teachers got difficulties
in devising a plan, 84 teachers got difficulties in carrying out the plan, and 76 teachers got difficulties in looking back. The difficulties in carry out the plan is higher than looking
back because teachers are required to be carried on the back just looking at the accuracy of determining the point of the graph and also fineness.
3. Problem Number 3
The third problem is the problem of composite function. The result showed that the difficulty of understanding the problem number 3 is 42, 43 teachers got difficulty in
devising a plan, 63 teachers got difficulty in carry out the plan, and 94 of teachers have difficulty in looking back.
4. Problem No. 4
The fourth problem is problem of volume of solid of revolution. The result showed that the difficulty of understanding the problem number 4 is 66, 51 teachers got difficulty
in devising a plan, 67 teachers got difficulty in carry out the plan, and 93 of teachers have difficulty in looking back. The difficulty in understanding the problem of teachers is
higher than devising a plan due to the completion of the research instrument to question number 4; teachers are required to describe the graph function to determine in advance
which areas will be screened and search volume. However, many teachers are able to locate the volume without sketching first.
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5. Problem No. 5
Problem number 5 is problem of three dimensional spaces, especially finding the distance of a point to a plane. From the analysis results obtained, the difficulties
experienced by teachers in solving problems classified as very high number five, which is the difficulty in understanding the problem reaching 70, 84 teachers got difficulty in
devising a plan, 86 teachers got difficulty in carrying out the plan, and the difficulties in the process of looking back to 96.
I additio to a al sis the hole u e s, esea he also a al ze o the tea he s
diffi ulties ased o Pol a s stage o p o le sol i g. The esult sho ed that the diffi ult in understanding the problem reaching 55, 61 teachers got difficulty in devising a plan,
69 teachers got difficulty in carrying out the plan, and the difficulties in the process of looking back to 91. The comparison of the difficulty of each stage of the five numbers can
be seen in Fig.1.
From the analysis above, can be concluded that the order of difficulty of high school science tea he s i I do esia i sol i g athe ati al p o le s ased o Pol a p o le sol i g
steps from the highest to the lowest are looking back, carry out the plan, device a plan, and understand the problem. The order of topics of difficulty of high school science mathematics
teachers in Indonesia in solving mathematical problems are three dimensional space, graph of a function, volume of solid of revolution, composite function, and differentiation of
trigonometric function.
Figu e . The Total Pe e tage of Tea he s Difficulties in Solving Mathematical Problem
