Description of Mathematical Problem-Solving Skills Reviewed from Student Learning Independence

This research aims to describe mathematical problem-solving skills regarding the learning independence of Muhammadiyah Sempor vocational school students during the Covid-19 pandemic. This research includes a qualitative descriptive study. Data is obtained from learning independence questionnaires, tests of mathematical problem-solving skills, and interviews. Students are grouped into three groups based on the results of the learning independence questionnaire, namely students of the high, medium, and low learning independence groups. Selection of research subjects using purposive sampling techniques. From the data presented, the data validity test was conducted using triangulation techniques. Data obtained in the form of test results and interviews are used to describe students' mathematical problem-solving skills using the triangulation technique. The results showed that students with a high learning independence group were able to meet all indicators, i.e., understanding problems, planning solutions, executing plans, and re-examining. In the learning independence group, learning can meet three indicators, namely, understanding the problem, planning a solution, and implementing a plan. Meanwhile, the low learning independence group can meet one indicator that is understanding the problem.