<![CDATA[Background: Problem solving is an essential skill in mathematics learning. Students’ ability to solve problems varies according to their level of mathematical ability, which needs to be profiled to improve the effectiveness of the learning process. Aims: This study aims to describe the problem-solving profile of students on arithmetic sequences and series material based on their level of mathematical ability at SMA Negeri 1 Banawa Tengah. Methods: This research used a qualitative approach with a descriptive case study design. The subjects consisted of three students selected using purposive sampling, representing one student each from the high, medium, and low mathematical ability categories, determined based on mathematics report card scores processed according to Arikunto’s (2013) criteria. Data were collected through written tasks and student interviews, and analysed using the Miles, Huberman, and Saldana (2014) model comprising data condensation, data presentation, and conclusion drawing. Results: The problem-solving profile of students with high mathematical ability (NF) and students with medium mathematical ability (AW) in solving problems fulfilled all four problem-solving indicators based on Polya’s stages: understanding the problem, devising a plan, carrying out the plan, and looking back. The problem-solving profile of students with low mathematical ability (FD) only fulfilled three of the four indicators, consisting of understanding the problem, devising a plan, and carrying out the plan. Conclusion: Students with high and medium mathematical ability fulfilled all four of Polya’s problem-solving stages, while students with low ability could only fulfil three stages, being unable to review their answers at the looking back stage.]]>
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