<![CDATA[Physics problem solving is a fundamental competency in science education; however, many high school students still demonstrate limited ability to apply physics concepts systematically and reflect on their problem-solving processes. This study aims to describe high school students’ physics problem-solving skills and their reflections during the problem-solving process. The participants were senior high school students categorized into novice and expert problem solvers based on their problem-solving performance. The instruments used consisted of five physics problem-solving test items and self-assessment journals. The results indicate that students’ problem-solving physics skills are generally at a moderate to low level, with average scores below half of the maximum possible score. The most prominent difficulties were found in selecting appropriate physics approaches and applying concepts to specific problem conditions, while logical progression was frequently omitted. Self-assessment findings consistently revealed students’ limited understanding of problem contexts, difficulties in identifying forces, and challenges in constructing free body diagrams. These findings suggest that structured instructional support and repeated self-assessment practices are essential to enhance students’ metacognitive awareness and problem-solving competence. The study highlights the potential of self-assessment journals as a pedagogical tool to support the development of systematic and reflective physics problem-solving skills.]]>
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