This study aims to describe the secondary mathematics teacher in solving PISA-like mathematics problems and describe the teacher's perception of the problem being solved. This type of research is descriptive qualitative. The research subjects were 14 secondary school mathematics teachers. Data was collected using tests and questionnaires via a google form. The test was analyzed and adapted to the mathematical process, namely formulate, employ, interpret, and then describe. Questionnaires were analyzed by means of description. Results of this study show that 1) From 14 teachers, the literacy skills of teachers consisted of 5 teachers were able to formulate, employ, and interpret in solving problems, 6 teachers were able to formulate and employ, but were wrong in dealing with questions, and 3 teachers did not visible mathematical processes used in solving problems; 2) The teacher's perception of the PISA-like mathematics problem that was done, namely the teacher stated that the questions they were working on were quite complicated and required reasoning and analysis to solve them, 11 teachers who had never worked on PISA-like problem,11 teachers had never made PISA-like problem and 11 teachers who have never given PISA type math problems to students. From this research, the mathematical process that most often appears when the teacher solves the problem is finding (interpretation). Suggestions for other researchers is that it is necessary to conduct training for teachers to assist teachers in making questions and applying them in class.

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