One of the goals of learning mathematics is that students can solve mathematical problems in particular that can then solve problems in everyday life. In the process of solving problems, the skills that students must also possess are the ability to understand the problem, the ability to compose mathematical models of a problem and interpret the solution. In practice, however, students will encounter difficulties in resolving unavoidable problems. The purpose of this study is: 1) to explain the difficulties of students in resolving problem-solving problems; 2) to know the cause of students’ difficulties in resolving problem-solving. The research studies used are qualitative descriptive. The participants of this study are 27 students of class III B in one of the elementary schools in Sleman Regency, Yogyakarta. Method of collecting data through problems solving test. Data analysis techniques through the statistical description and content analysis. The results of this study show that 1) students are not used to face problem-solving problems, so that the results of solving problems are very low, (2) students have difficulty in finding keywords from problems in questions, because they don’t know the information or keyword of the problem and tend to guess the solution without going through the completion process (3) Students have difficulty to model the problem into mathematical form (4) Students have difficulty deciding how to resolution of the problem, and 5) students have difficulty in counting operations, so that students interpret conclusions that are not appropriate to the problem. Therefore, this results of the research will lead to inform the teachers, in order to improve students’ mathematical problem solving skills.

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Penelitian ini dilakukan untuk mengetahui upaya optimalisasi pendekatan guided discovery learning untuk meningkatkan self-confidence siswa. Jenis penelitian ini merupakan penelitian tindakan berdasarkan model Kemmis dan McTaggart. Penelitian ini dilaksanakan terhadap 28 siswa kelas VII di level sekolah menengah pertama. Pengambilan data dilakukan dengan angket self-confidence dengan pengisian skala likert 1-5 sebelum dan setelah tindakan. Butir pernyataan pada angket merupakan penjabaran dari lima aspek self-confidence, yaitu keyakinan terhadap kemampuan matematis, keyakinan terhadap matematika, sikap optimis, rasional dan realistik, serta ketegasan dalam tindakan. Untuk mengetahui tingkat self-confidence siswa melalui pendekatan guided discovery learning. Teknik analisis data menggunakan persentase dari rata-rata hasil skor kumulatif pada setiap siklus. Tindakan dengan pendekatan guided discovery learning dilakukan secara bersiklus hingga mencapai peningkatkan self-confidence siswa kelas VII. Hasil penelitian menunjukkan bahwa pendekatan guided discovery learning dapat meningkatkan self-confidence siswa kelas VII dengan optimalisasi pada setiap langkah pembelajaran. Di samping itu, adanya peran guru sangat penting dalam meyakinkan siswa terhadap langkah-langkah penyelesaian melalui cross-check/evaluation sesuai kaidah penyelesaian.OPTIMIZATION GUIDED DISCOVERY LEARNING TO IMPROVE STUDENTS’ SELF-CONFIDENCE IN MATHEMATICS LEARNINGThis study was conducted to optimize the guided discovery learning approach to increase students' self-confidence. This study is an action research based on the Kemmis and McTaggart model. This study was conducted on 28 grade VII students at the junior high school level. The data were collected using a self-confidence questionnaire in a Likert scale of 1-5 before and after the implementation. The statement items in the questionnaire describe five aspects of self-confidence, namely belief in mathematical abilities, belief in mathematics, optimism, rational and realistic attitudes, and assertiveness in action. Then, to determine the level of student self-confidence, the guided discovery learning approach was used. The data analysis technique used a percentage of the average cumulative score in each cycle. The action with the guided discovery learning approach was carried out on a cycle basis to achieve an increase in self-confidence of class VII students. The results show that the guided discovery learning approach could increase the self-confidence of class VII students by optimizing each step of the learning. In addition, teacher's role is crucial in convincing students of the steps for completion through cross-check/evaluation according to the rules of completion.