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Representation is the main skill needed by someone in the process of solving problems, especially mathematical literacy problems. Thus this paper aimed to describe the process and results of developing mathematical literacy problems that are valid, practical, and have the potential effect on students’ representation. In developing problems, researchers used design research with development study type. The problems was developed with a formative evaluation consisting of self evaluation, one to one, expert review, small group, and field test involving 2 experts from mathematical literacy experts, and 36 first-year students. The results of the study showed the problems developed to meet valid and practical criteria based on one to one results analysis, expert reviews, and small group. Furthermore, the problems developed also have potential effects based on a field test analysis that showed students were empowered in generating representations in solving problems.

Thinking process is one of the important activities in solving mathematical literacy problem. Thus, this paper aimed to identify two students’ thinking process in solving mathematical literacy problem with space and shape content. This study used descriptive research with a qualitative approach. Research subjects in this study were two tenth grade students of middle school. Data were collected by giving the mathematical literacy problem with space and shape contents and using think aloud. Next, data were analysed by studying the three types of thinking processes: conceptual, semi conceptual, and computational. The results of this study pointed out that the students’ thinking process were conceptual and computational. The activities carried out by students could be grouped into four categories, namely 1) stating what is known in the problem with their own language or changing in mathematical sentences, 2) stating what is asked in a problem with their own language or changing in mathematical sentences, 3) making a plan to solve problem completely, and 4) stating the steps taken in solving the problem using the concepts that have been studied. The type of thinking process of students influences the activities carried out by students in solving mathematical literacy problem so that teachers were supposed to consider this aspect when teaching mathematics especially topics that related to mathematical literacy.

Solving mathematics contextual problems is one way that can be used to enable students to have the skills needed to live in the 21st century. Completion contextual problem requires a series of steps in order to properly answer the questions that are asked. The purpose of this study was to determine the steps performed students in solving contextual mathematics problem. The results showed that 75% students can not solve contextual mathematics problems precisely (unfinished). Students stop and feel that it was completed when they are able to solve problems mathematically, but mathematal solution has not answered the requested context.Keyword: Mathematics Problem, Contextual, 21st Century, Unfinished. DOI: http://dx.doi.org/10.22342/jme.4.2.552.188-193