<![CDATA[Problem-solving ability constitutes one of the fundamental competency’s students must possess to face the demands of twenty-first-century learning, particularly in physics, which requires not only conceptual mastery but also the capacity to analyze and resolve contextual problems systematically. This study aims to describe the initial condition of students' problem-solving ability on the topic of work and energy prior to any instructional intervention. A descriptive quantitative approach was employed, involving 26 grade-X students of SMAN 4 Pariaman as the try-out sample, together with structured interviews with three physics teachers as supporting data. The instrument consisted of a two-item essay test developed based on Polya's four problem-solving indicators: understanding the problem, devising a plan, carrying out the plan, and looking back. The results show that the average problem-solving ability reached only 28.26%, categorized as low. The indicator of understanding the problem attained the highest percentage (50%, moderate category), whereas devising a plan (22.12%), carrying out the plan (23.08%), and looking back (28.85%) remained in the low category. Interview results corroborate these findings, revealing that problem-solving-oriented assessment is rarely administered and that learning media remain limited to slides and videos. These findings indicate an urgent need for instructional innovation, such as the Problem Based Learning model supported by interactive web-based media, to systematically train students' problem-solving skills.]]>
