Abstract
Problem posing is an essential skill for teachers and prospective teachers.The current process and evaluation of mathematics learning in Indonesia must include higher-order thinking skills (HOTS).This study aims to describe the ability of prospective teachers in posing problems of the Higher Order Thinking levels.The prospective mathematics teachers' ability in HOT-level problem posing was analyzed based on three categories of strategy formation, namely: (1) problem reformulation, (2) problem reconstruction, and (3) problem imitation.This research used mix method, with type of research being descriptive quantitative and qualitative, taking 128 students as respondents.The results showed that the proposed HOT-level problems could be categorized as follows: 10.9% are in problem reformulation category, 60.2% in problem reconstruction category, 25.8% in problem imitation category, and 3.1% cannot be categorized.