Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014 ME-33 TEACHING PROBLEM SOLVING IN MATHEMATICS LEARNING: REFLECTION FROM PISA AND TIMSS RESULTS OF THE STUDENTS OF INDONESIA Abdul Rahman*, Muhammad Darwis M.*, Syahrullah Asyari*, Ikhbariaty Kautsar Qadry** *Department of Mathematics FMIPA UNM Makassar ** Department of Mathematics Education FKIP UNISMUH Makassar Abstract The quality of mathematics education in Indonesia is still low. This is at least acquired from the attainment of the students of Indonesia participating in international assessments, such as PISA and TIMSS. Some of the main causes are mathematics learning that is poorly related to the contexts of living that students experience. In addition, teacher lacks facilitating students in problem solving activities. Therefore, teacher needs to familiarize students with PISA and TIMSS like questions in mathematics learning and teach them the process and strategies of solving problem. Within this article, it is given an alternative problem solving process for PISA and TIMSS like questions with 4 (four) stages, along with 12 (twelve) core strategies of problem solving and other strategies that can also be taught to students. Key Words: Problem Solving . Mathematics Learning . PISA . TIMSS INTRODUCTION A. Background The quality of mathematics education in Indonesia is still low. This is in line with the statement by one of mathematics education scholars in Indonesia, Marpaung. This is acquired from the accomplishment of the students of Indonesia in international assessment. From the results of international assessments, such as PISA in 2000, 2003, 2006, 2009 and 2012, the students of Indonesia did not show valuable change in each participation (Ministry of National Education, 2011). In PISA 2012, Indonesia is in 64 th level of 65 countries participating in the test (OECD, 2013). This is a worst attainment if it is compared to that in 2009 which places Indonesia at the 61 st position of 65 participants. Meanwhile building on TIMSS 2007, the attainment of the students of Indonesia was also in apprehension due to the decreased of the average of our grade VIII students score, compared to that in 2003. In the TIMSS 2007, Indonesia was in the 36 th position of 49 countries. In 2011, the achievement of the students of Indonesia is more deeply in apprehension, the score is decreased if it is compared to that in 2007, Indonesia was in the 38 th level of 42 countries (Napitupulu, 2012). There are lots of factors contributing to the low score results of TIMSS and PISA. Some of them are that students of Indonesia in general are lack trained in carrying out TIMSS and PISA like questions. Moreover, mathematics learning is lack connected to the contexts of living that students encounter and lack facilitating students in expressing their argumentation and thinking process. The fact is clearly not in line with the characteristics of questions or problems in TIMSS and PISA which are essentially contextual, require reasoning, argumentation and creativity in carrying them out (Ministry of National Education, 2011). Whereas the essence ME - 5