<![CDATA[Students’ problem-solving skills in physics remain a major concern because many learners still rely on formulas, worked examples, and procedural calculation rather than conceptual reasoning. This study aimed to analyze students’ needs in physics problem-solving learning and identify classroom conditions that support or limit the development of these skills. A descriptive needs analysis was conducted with 32 eleventh-grade students at a school in East Jakarta using questionnaires, interviews, and lesson plan document analysis. The findings show that physics learning has incorporated contextual examples, scaffolding, guided practice, group discussion, digital media, and formative feedback. However, these practices have not fully developed students’ independent, conceptual, and adaptive problem-solving abilities. Students still experience difficulties in identifying variables, using visual representations, adapting to modified problems, and reflecting on solutions. The study concludes that a more structured, problem-oriented learning model is needed to strengthen students’ conceptual, reflective, and flexible reasoning.]]>
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