Analyzing students’ ability to solve PISA problems in the formulating process within the quantity content area based on self-regulation skills

This study aims to analyze students' ability to solve PISA problems related to the process of formulating mathematical situations on quantity content based on self-regulation. Self-regulation is the ability possessed by students in managing their learning process, including understanding problems, planning solutions, implementing strategies and evaluating results. This study uses a qualitative descriptive approach and is conducted in a structured manner on students of grade VIII of Junior High School. The students use the process of formulating situations mathematically in solving problems. Data were collected through questionnaires, tests, interviews and observations. This study applies a linear regression procedure to analyze self-regulation on the results of solving PISA problems by transforming raw data from questionnaires, test answer sheets, and interview transcripts. The results of the study show that self-regulation has a significant influence on students' ability to solve PISA problems on quantity content. The results of the analysis show that students with a high self-regulation category have the ability to understand problems, plan solution strategies, implement strategies and re-check results well. Conversely, students with a low self-regulation category when solving problems have difficulty in formulating mathematical situations and lack self-confidence. This study can conclude that the development of self-regulation skills can be integrated into mathematics learning to improve the ability to solve PISA content quantity problems.