Siswa umumnya mengalami kesulitan dalam menyelesaikan soal matematika berbentuk cerita, khususnya pada bidang geometri. Hal tersebut disebabkan siswa belum terlatih menyelesaikan soal berbentuk cerita. Newman menyatakan untuk menyelesaikan soal cerita menggunakan 5 langkah: (1) membaca soal, (2) memahami masalah, (3) transformasi, (4) keterampilan proses, (5) penulisan jawaban. Penelitian ini bertujuan mengetahui kesalahan serta penyebab terjadinya kesalahan siswa dalam menyelesaikan  soal cerita matematika pada materi luas permukaan bangun ruang sisi datar berdasarkan prosedur Newman di MTsN Model Banda Aceh. Pendekatan yang digunakan ialah pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik purposive sampling digunakan dalam pemilihan subjek, dipilih 7 dari 33 siswa kelas IX-2 yakni  2 kelompok berkemampuan tinggi dan sedang, dan 3 kelompok berkemampuan rendah. Pengumpulan data dilakukan menggunakan tes dan wawancara.  Analisis data dilakukan  dengan cara reduksi data, penyajian data dan penarikan kesimpulan. Hasil dari penelitian ini adalah siswa telah berusaha mengimplementasikan prosedur Newman, namun terdapat beberapa kesalahan. Kesalahan transformasi yang dilakukan oleh 6 siswa. 1 subjek penelitian melakukan kesalahan keterampilan proses. 1 subjek penelitian melakukan kesalahan penulisan jawaban.

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The background of this study is the low level-achievement of students’ mathematical communication in solving problems of students grade 9 (Classroom IX-6), SMP Negeri 8 Banda Aceh. The results of the pre-test showed that 60% students only write the given information, 52% students only write the asking-problems, 4% students successfully make model/mathematical representation, 80% students write the formulas, 100% students write calculating operation, 72% students solve problems in well ordering and 64% students write summaries. The purposes of this study was to determine: (1) the way of applying Problem Based Learning (PBL) model enhancing students mathematical communication ability in solving problems, and (2) enhancing students mathematical communication in solving problems after applying PBL model. The Classroom Action Research (CAR) conducted in two cycles in 25 students. The data was collected by using teachers’ activity form and students’ activity form in teaching learning instruction of problem based learning model, test of students’ achievement in essay formed problem solving items, and rubric of students’ mathematical communication in assessing student mathematical problem solving. The observation data was analysed by describing instructional process based on the lesson plan, students’ achievement was analysed based on assessing rubric and scoring the percentage of minimal student achievement. The results showed: (1) the way of conducting problem based learning model is able to enhance students’ mathematical communication namely applying problem based learning model based on the steps of the model that have been improved to 12 steps, stress on students’ activity in each step, pose contextual problems based on real world problems, guides to applying steps of mathematical communication in each students’ worksheet (LKPD), and give real appreciation to students who ask and respond teachers’ questions and (2) students’ achievement in cycle I that achieve the minimal students’ achievement only 44%, meanwhile in cycle II increase to be 100%, on the other hand, students mathematical communication in cycle I only 60% students achieve the minimal students’ achievement increase to be 95,83% in cycle II . The Result showed that that 91,67% students only write the given information, 93,75% students only write the asking-problems, 85,42% students successfully make model/mathematical representation, 100% students write the formulas, 97,92% students write calculating operation, 85,42% students solve problems in well ordering and 97,92% students write summaries

Education aims to foster a variety of potential which exists in human, including the potential to solve any problems, involving solving mathematical problems. This study aimed to describe students’ problem-solving skills during mathematics learning about social arithmetic through Problem-Based Learning (PBL) model. The subjects of this research were 32 Year 7 students in Banda Aceh. This study used a qualitative descriptive approach. Data collection was conducted by problem-solving skills test and interview. The interview data were analysed descriptively, while the data of the test results were analysed based on the assessment guideline of students’ problem-solving skills. It was found that students’ mathematical problem-solving skills through PBL model were already classified as good. High-achieving students of problem-solving skills solved the problem by understanding the problem, planning the solution, doing the solution and rechecking it. Middle-achieving students of problem-solving skills solved the problem by understanding the problem, planning the solution and doing the solution without rechecking it so they get incorrect results. Low-achieving students of problem-solving skills solved the problem by understanding the problem and planning the solution, yet they presented the incorrect solution and did not recheck it. PBL model can be used to improve students’ problem-solving abilities.

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