Towards a Comprehensive Framework for Complex Problem-Solving in Mathematics: A Development and Validation Study

The importance of problem-solving underscores the need for developing valid indicators and emphasizes adaptability to changing situations. This study aims to develop complex problem-solving indicators that incorporate a new aspect—flexibility in problem-solving. The research method employed is Research and Development (R&D), integrating a qualitative approach for expert validation and a quantitative approach using the Rasch Model for construct validity analysis. This integration ensures that the developed indicators are both valid and reliable, as well as objective and comprehensive. The study participants were randomly selected, comprising 174 junior high school students from three schools in East Java Province, Indonesia. The findings reveal that the problem-solving indicators consist of six activities and twelve sub-activities, all meeting reliability and validity criteria based on expert validation (content validity) and Rasch Model analysis (construct validity). Based on unidimensionality testing, item difficulty levels, sub-indicator fit, and rating scale diagnostics, the developed indicators effectively accommodate the complexity dimension of problem-solving by considering flexibility in dynamic situations. Thus, these indicators can be effectively used to evaluate students' problem-solving skills.