N.A.H. Noor Ishak, S. Osman, C.A. Talib, S. Susiswo, A. Buchori
Problem-solving skills are fundamental to learning mathematics and are a key part of the mathematics curriculum. The Malaysian Education Blueprint (2013-2025) emphasizes developing students' problem-solving abilities, yet challenges persist, especially in differentiation-related problems at the secondary level. A mixed-method approach was used in this study to assess students' performance in problem-solving related to differentiation and explore teachers' perceptions of students' mathematical problem-solving abilities. The quantitative component involves administering a problem-solving test to 30 students, while the qualitative aspect includes interviews with three Maths teachers. The findings indicate that students' performance in problem-solving related to differentiation remains low, and the teachers attribute this to challenges in foundational understanding and engagement in differentiation, such as weak basics, a lack of question comprehension, low conceptual understanding, difficulties in interpreting visual information, and a general lack of interest among students. Teachers emphasized the need to enhance students' thinking skills for deeper conceptual understanding and recommended effective learning strategies to boost engagement. This study highlights the importance of improving both cognitive skills and motivation in mathematics education, providing valuable insights for ongoing efforts to enhance mathematical problem-solving proficiency among secondary school students in Malaysia. © 2026, Universiti Putra Malaysia. All rights reserved.
Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia, Johor, Skudai, Malaysia; Department of Mathematics, Universitas Negeri Malang, East Java, Indonesia; Department of Mathematics Education, Universitas PGRI Semarang, Indonesia
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