Problem-solving ability of primary school teachers based on Polya's method in Mataram City

Mohammad Archi Maulyda; Vivi Rachmatul Hidayati; Awal Nur Khalifatur Rosyidah; Iva Nurmawanti

doi:10.21831/pg.v14i2.28686

Problem-solving ability of primary school teachers based on Polya's method in Mataram City

Mohammad Archi Maulyda, Prodi Pendidikan Guru Sekolah Dasar, Universitas Mataram, Indonesia
Vivi Rachmatul Hidayati, Prodi Pendidikan Guru Sekolah Dasar, Universitas Mataram, Indonesia
Awal Nur Khalifatur Rosyidah, Prodi Pendidikan Guru Sekolah Dasar, Universitas Mataram, Indonesia
Iva Nurmawanti, Prodi Pendidikan Guru Sekolah Dasar, Universitas Mataram, Indonesia

10.21831/pg.v14i2.28686

Abstract

Problem-solving is an important competency that must be owned by students. Problem-solving skills can facilitate students in understanding, connecting, and using mathematical concepts. Even so, mistakes in solving mathematical problems are still made by students. One reason is the lack of habituation of problem-solving in learning mathematics. Teachers who have good problem-solving skills will find it easier to teach and do an activity about problem-solving in learning mathematics. The purpose of this study is to describe the problem-solving ability of primary school teachers based on Polya’s method. This research method is descriptive-qualitative. The research subjects were primary mathematics teachers who taught in Mataram City, Indonesia. Each research subject solved three mathematical problems correctly and the problem-solving process will be analyzed based on Polya's method. The results obtained are teachers from city and suburb schools doing three indicators, namely identifying information on the problem, carrying out the procedure according to plan, and doing calculations correctly. Indicators of problem-solving that are not done are writing problem questions, making mathematical models, and writing final conclusions.

Kemampuan Pemecahan Masalah Guru Sekolah Dasar Berdasarkan Metode Polya di Kota Mataram

Abstrak

Pemecahan masalah adalah salah satu kompetensi yang cukup penting. Kemampuan pemecahan masalah dapat memudahkan siswa dalam memahami, menghubungkan, dan menggunakan konsep-konsep matematika. Meskipun begitu, kesalahan dalam pemecahan masalah matematika masih dilakukan oleh siswa. Salah satu sebabnya adalah kurangnya pembiasan pemecahan masalah pada pembelajaran matematika di sekolah. Guru yang memiliki kemampuan pemecahan masalah yang baik, akan lebih mudah mengajarkan dan membiasakan pemecahan masalah pada pembelajaran matematika di sekolah. Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan pemecahan masalah pada guru SD di Kota Mataram. Metode penelitian ini adalah deskriptif-kualitatif. Subjek penelitian adalah guru matematika SD yang mengajar di pusat dan pinggiran Kota Mataram. Masing-masing subjek penelitian menyelesaikan tiga masalah matematika dengan benar dan akan dianalisis proses penyelesaian masalahnya berdasarkan metode Polya. Hasil yang didapatkan adalah guru dari sekolah kota dan pinggiran melakukan tiga indikator, yakni mengidentifikasi informasi pada masalah, melakukan prosedur penyelesaian sesuai rencana, dan melakukan perhitungan dengan benar. Indikator penyelesaian masalah yang tidak dilakukan adalah menuliskan pertanyaan masalah, membuat model matematika, dan menuliskan kesimpulan akhir.

Keywords

Primary school; mathematics; problem-solving; teacher ability

Full Text:

DOWNLOAD PDF

References

Afandi, A. (2013). Pendekatan open-ended dan inkuiri terbimbing ditinjau dari kemampuan pemecahan masalah dan representasi multipel matematis [The open-ended approach and guided inquiry in terms of problem solving abilities and multiple mathematical representations]. Phythagoras: Jurnal Pendidikan Matematika, 8(1), 1–11. doi: https://doi.org/10.21831/pg.v8i1.8489

Aisyah, P. N., Nurani, N., Akbar, P., Yuliani, A. (2018). Analisis hubungan kemampuan pemecahan masalah matematis dan self-confidence siswa SMP [Analysis of the relationship between mathematical problem-solving ability and self-confidence of junior high school students]. Journal on Education, 1(1), 58–65. Retrieved from http://jonedu.org/index.php/joe/article/view/11

Brozo, W. G., & Crain, S. (2018). Writing in math: A disciplinary literacy approach. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 91(1), 7–13. doi: https://doi.org/10.1080/00098655.2017.1342435

Calor, S. M., Dekker, R., van Drie, J. P., Zijlstra, B. J. H., & Volman, M. L. L. (2019). “Let us discuss math”: Effects of shift‐problem lessons on mathematical discussions and level raising in early algebra. Mathematics Education Research Journal, 34(2), 8–25. doi: https://doi.org/10.1007/s13394-019-00283-0

Chotima, M. C., Hartono, Y., & Kesumawati, N. (2019). Pengaruh reciprocal teaching terhadap kemampuan pemecahan masalah matematis ditinjau dari self-efficacy siswa [The effect of reciprocal teaching on mathematical problem solving skills in terms of student self-efficacy]. Phythagoras: Jurnal Pendidikan Matematika, 14(1), 71–79. doi: https://doi.org/10.21831/pg.v14i1.22375

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.

Edo, I. S., Putri, R. I. I., & Hartono, Y. (2013). Investigating secondary school students’ difficulties in modeling problems PISA-model level 5 and 6. Journal on Mathematics Education, 4(1), 41–58. doi: https://doi.org/10.22342/jme.4.1.561.41-58

Hendriana, H., Johanto, T., & Sumarmo, U. (2018). The Role of problem-based learning to improve students’ mathematical problem-solving ability. Journal on Mathematics Education, 9(2), 291–300. doi: https://doi.org/10.22342/jme.9.2.5394.291-300

Jalan, S., Nusantara, T., Subanji, S., & Chandra, T. D. (2016). Students thinking process in solving combination problems considered from assimilation and accommodation framework. Educational Research and Reviews, 11(16), 1494–1499. doi: https://doi.org/10.5897/ERR2016.2811

Kamaliyah, K., Zulkardi, Z., & Darmawijoyo, D. (2013). Developing the sixth level of PISA-like mathematics problems for secondary school students. Journal on Mathematics Education, 4(1), 9–28. doi: https://doi.org/10.22342/jme.4.1.559.9-28

Mahyudin, M., Wahyu, M., & Sugilar, S. (2018). Pelatihan pengajaran pembagian bilangan pecahan bagi guru sekolah dasar di Provinsi Jambi [Teaching training on the division of fraction for elementary school teachers in Jambi Province]. Jurnal Ilmiah Universitas Batanghari Jambi, 18(2), 410–415. doi: https://doi.org/10.33087/jiubj.v18i2.485

Maulyda, M. A., Hidayanto, E., & Rahardjo, S. (2019). Representation of trigonometry graph funcsion colage students using GeoGebra. International Journal of Trends in Mathematics Education Research, 2(4), 193-196. doi: http://dx.doi.org/10.33122/ijtmer.v2i4.100

Maulyda, M. A., & Hidayati, V. R. (2019). Representasi matematis visual anak ditinjau dari bakat musik dalam menyelesaikan masalah matematis [Children’s visual mathematical representation in terms of musical talent in solving mathematical problems]. Edu-Mat: Jurnal Pendidikan Matematika, 7(2), 149–158. doi: http://dx.doi.org/10.20527/edumat.v7i2.6855

Murdiyani, N. M., Zulkardi, Z., Putri, R. I. I., van Galen, F. & van Eerde, D. (2013). Developing a model to support students in solving subtraction. Journal on Mathematics Education, 4(1), 95–112. doi: https://doi.org/10.22342/jme.4.1.567.95-112

Mustamin, S. H. (2018). Penggunaan alat peraga dalam mengatasi kesulitan belajar matematika materi pecahan pada siswa kelas V [The use of teaching aids in overcoming the difficulties of learning mathematics on fractional material for fifth-grade students]. Auladuna: Jurnal Pendidikan Dasar Islam, 5(2), 170-182. doi: https://doi.org/10.24252/auladuna.v5i2a6.2018

Napitupulu, E. E. (2008). Mengembangkan strategi dan kemampuan siswa memecahkan masalah matematik. Phythagoras: Jurnal Pendidikan Matematika, 4(2), 26–36. doi: https://doi.org/10.21831/pg.v4i2.557

NCTM (2000). Principles and standards for school mathematics. Reston, VA: Author.

Novita, R., Zulkardi, Z., Hartono, Y. (2012). Exploring primary student’s problem-solving ability by doing tasks like PISA’s question. Journal on Mathematics Education, 3(2), 133–150. doi: https://doi.org/10.22342/jme.3.2.571.133-150

OECD. (2012). PISA 2012 results in focus: What 15-year-olds know and what they can do with what they know. Paris: OECD Publishing. Retrieved from https://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf

Polya, G. (1957). How to solve it: A new aspect of mathematical method (2nd ed.), Princeton, NJ: Princeton University Press.

Pratama, N. A. E. (2017). Perkembangan pemahaman matematis siswa sekolah dasar kelas V berdasarkan Teori Pirie-Kieren pada topik pecahan [The development of mathematical understanding of fifth-grade elementary school students based on Pirie-Kieren’s theory on the topic of fractions]. Sekolah Dasar: Kajian Teori dan Praktik Pendidikan, 26(1), 77–88. doi: https://doi.org/10.17977/um009v26i12017p077

Pratikno, H., & Retnowati, H. (2018). How Indonesian students use the Polya’s general problem solving steps. Southeast Asian Mathematics Education Journal, 8(1), 39–48.

Prediger, S. (2019). Investigating and promoting teachers’ expertise for language-responsive mathematics teaching. Mathematics Education Research Journal, 4(4), 216–227. doi: https://doi.org/10.1007/s13394-019-00258-1

Puspendik [Educational Assessment Centre]. (2012). Kemampuan matematika siswa smp indonesia menurut bechmark internasional TIMSS 2011 [The mathematical proficiency of Indonesian junior high school students according to the TIMSS 2011 international benchmark]. Jakarta: Balitbang Kemendikbud.

Saygili, S. (2017). Examining the problem solving skills and the strategies used by high school students in solving non-routine problems. E-International Journal of Educational Research, 8(2), 91–114. Retrieved from http://www.e-ijer.com/tr/download/article-file/338828

van Galen, F., & van Eerde, D. (2013). Solving problems with the percentage bar. Journal on Mathematics Education, 4(1), 1–8. doi: https://doi.org/10.22342/jme.4.1.558.1-8

Veldhuis, M. (2019). Supporting primary school teachers’ classroom assessment in mathematics education: Effects on student achievement. Mathematics Education Research Journal, 13(4), 102–114. doi: https://doi.org/10.1007/s13394-019-00281-2

Vendiagrys, L., Junaedi, I., & Masrukan, M. (2015). Analisis kemampuan pemecahan masalah matematika soal setipe TIMSS berdasarkan gaya kognitif siswa pada pembelajaran model problem based learning [Analysis of mathematical problem solving ability of TIMSS type problems based on students’ cognitive styles in learning problem based learning models]. Unnes Journal of Mathematics Education Research. 4(1), 34–41. Retrieved from https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/6905

Voskoglou, M. G. (2011). Problem-solving from Polya to nowadays: A review and future perspectives. In A. R. Baswell (Ed.), Advances in mathematics research (Vol. 12, Chapter 1, pp. 1-18). New York, NY: Nova Publisher.

DOI: https://doi.org/10.21831/pg.v14i2.28686