<![CDATA[The ability to solve problems in mathematics learning is an essential competence that students need to develop during the learning process. However, in reality, this ability remains relatively low. This study aims to systematically examine the level of junior high school students’ mathematical problem-solving abilities, identify the factors influencing these abilities, and analyze instructional models considered effective in improving them. This research employs a Systematic Literature Review (SLR) method using the PRISMA approach on 20 articles published between 2021 and 2026, sourced from Google Scholar. The findings indicate that the level of students’ mathematical problem-solving ability is generally in the low to moderate category. Students commonly experience difficulties at each stage of problem solving, particularly in understanding problems, planning solution strategies, implementing solution plans, and reviewing answers based on Polya’s problem-solving framework. The factors influencing students’ mathematical problem-solving abilities include internal factors, such as mathematical reasoning ability, mathematical communication skills, self-efficacy, learning independence, and gender differences, as well as external factors related to the implementation of instructional models. Various student-centered learning models, such as Problem-Based Learning, Creative Problem Solving (CPS), Contextual Teaching and Learning (CTL), REACT, Discovery Learning, flipped classroom, differentiated problem-based instruction, and Think Pair Share (TPS), have been shown to effectively improve students’ mathematical problem-solving abilities. These findings are expected to serve as a reference for teachers and researchers in efforts to enhance the quality of mathematics education.]]>
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