Teachers’ reflections on students’ mathematical problem solving in junior high school

Reflection will help teachers improve their learning that has been done, especially in the problem-solving process. Therefore, this research was designed to answer the question of how to picture teacher reflection in mathematical problem solving learning process. This study adopted qualitative research with grounded theory and systematic design. Three teachers from three junior high schools with different clusters were selected as research subjects. Teaching and learning process were documented during three meetings. The selected subject was geometry because it requires a pattern of thinking in applying concepts and skills in solving problems. The learning video was analysed to create open questions that could explore how teachers reflect on the learning process they have conducted. The teachers and the researcher watched the video to reflect the teaching and learning process. The teachers were given several questions displayed in the video. The study revealed three categories of teacher resulted in their reflections process. The teacher categories are excellent, very good, and good. These categories of reflection can be a reference for teachers in studies that have a reflection phase such as lesson study and classroom action research.