The Problem Posing model is one of the models that is widely used in learning the fields of Science, Technology, Engineering, and Mathematics (STEM). The main factor that determines the success of implementing the model in the STEM field is the ability of the teacher. The teacher’s ability to master the implementation of the model in terms of student responses is the main goal of this study. The study used a quantitative approach, an action research method, and the research design used was the model of Kurt Lewin, Kemmis, Mc Taggart and Elliot. The number of respondents involved in this study were 30 students. Data collection using observation sheets and questionnaires. Observation sheets were used to obtain data on teacher and student activities and data on the teacher’s ability to manage the class. While the questionnaire was used to obtain data on student responses to the implementation of the Problem Posing model. The data analysis technique uses the descriptive statistics. The results of data analysis showed that most of the teacher and student activities were in accordance with the Problem Posing model, the teacher’s ability to manage the class was relatively good at all stages, and student responses supported the implementation of the model. Recommendations from the results of this study, it is hoped that all science teachers are able to use and are willing to choose this model, especially to increase student activity.

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