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Problem solving ability is one of important goals in learning mathematics. Developing students’ problem-solving abilities is a primary objective of instructions (Lester,2013). Indeed, solving mathematical problems ehich are closely related mathematics problem solving  with understanding of mathematical concepts.To become successful problem solver, an individual must have an ample relevant experience in learning mathematics and solving related problems, strong content knowledge, proficiency in using a variety of representations2 and a solid grasp of how to recognize and construct patterns of inference (Lester, 2013). When solving the problem, the most important thing besides the result of problem solving is the problem solving behavior, since the problem solving behavior  provided description of ​​the student's behavior during the process of solving the mathematics problem. Problem solving behavior in mathematic is an individual activity that is often shown in solving math problems (Wulansari, 2015). Accroding Pape (2004) problem solving behavior are grouped in five categories, i.e: (1) Direct Translation Approach-proficient (DTA-p), (2) Direct Translation Approach-nonproficient (DTA-np), (3) Direct Translation Approach-limited context (DTA-lc), (4) Meaning-Based Approach-full context (MBA-fc), and (5) Meaning-Based Approach-justification (MBA-j). Each indicator in every category will be depicted on the following table:

 

Table 1 Indicator for Problem Solving Behaviors

Aspect

DTA-p

DTA-np

DTA-lc

MBA-fc

MBA-j

Fluency of Declaring the questions that have been read using the sentence itself

Unfluently

Unfluently

Unfluently

Fluently

Fluently

Relevance of mentioning what is known and what is asked in the problem

Relevant

Unrelevant

Relevant

Relevant

Relevant

Logical basic used in linking information

Illogical

Illogical

Illogical

Part Logical

Logical

The effectiveness of the used strategies

Ineffective

Ineffective

Effective

Effective

Effective

Write down the final answer as a solution

Not in

context

Not in

context

In context

In context

In context

Given Reasoning and

Justification

Unrelevant

Unrelevant

Unrelevant

Unrelevant

Relevant

 

This study applied a descriptive-qualitative approach that aimed to investigate student problem solving behavior when solving the negative integers problems. Subjects in this study were the 7^th grade students (6 girls and 9 boys) of the Winaf’s private tutoring of Surabaya. All students were given three questions of word problem test that was related to addition and subtraction of negative integers. Three subjects were volunteerly selected with different mathematics ability namely high, medium and low mathematic ability.

 

Figure 1. Answered Item Test 3 by Subject with Low Ability

 

 

 

 

 

 

 

 

 

 

 

 

 

The results of this study assesed that the behavior of problem solving of a subject with high ability tends to read the problem, write the known and asked questions, relate the information, using the relevant strategy, write the final answer, given the reason and justification for each step of calculation. These behaviors include the MBA-j category. Subject with medium ability tends reading the problem, write the known and asked, there is no reason and justification for each step of the calculation. These behaviors are categorized as DTA-lc, and subject with low ability tends to re-read questions, not to write down known and asked questions, lack competence and difficulty in reading problems, understand problems, determine solutions, and perform calculations as well as calculations made less meaningful. The behavior is included in the category of DTA-np.

Problem Solving Behavior, Negative Integers .