Application of Mathematical Problem Solving Sheets in Polya's Learning Strategy in Social Arithmetic Material

Abstract

This research is motivated by the students 'mathematical problem solving ability is still low, because mathematics learning in the classroom is not built to hone problem solving skills and the student worksheets used do not help students in honing students' mathematical problem solving skills, so the writer applies Polya's learning strategy with the help of problem solving sheet on social arithmetic material. This study aims to describe the steps of implementing Polya's learning strategy with the help of problem solving sheets in solving mathematical problems in social arithmetic material and to test mathematical problem solving skills by applying Polya's learning strategies with the help of problem solving sheets is it better than not implementing learning strategies Polya. This research was conducted using a quasi experimental method, with a population of all students of class VII Junior High School 3 Cisauk, Indonesia. The sample was selected using purposive sampling technique, namely students of class VII-6 and grade VII-7. Collecting data on students' mathematical problem-solving abilities using the final test (posttest). The results showed that Polya's learning strategy with the help of problem solving sheets on social arithmetic material was implemented properly and in accordance with Polya's steps. Based on the statistical test, it shows that the mathematical problem solving ability of students whose learning applies Polya's learning strategy with the help of problem-solving sheets is better than students whose learning does not apply Polya's learning strategy on class VII social arithmetic material at SMP Negeri 3 Cisauk, Indonesia.

Pembelajaran problem based learning (PBL) dengan kerangka kerja TPaCK: kemampuan pemecahan masalah matematis siswa SMA

“…Kemampuan tersebut perlu dikembangkan oleh siswa karena melalui kemampuan tersebut, siswa dapat lebih mudah membangun pemahaman, menerapkan konsep dan menemukan solusi di setiap pembelajaran matematika. Hanya saja kemampuan pemecahan masalah siswa rata-rata masih lemah, hal ini disebabkan karena pembelajaran di kelas khususnya matematika tidak dirancang untuk mengasah kemampuan tersebut, dan lembar kerja yang diberikan kepada siswa tidak membantu siswa dalam meningkatkan kemampuan pemecahan masalah (Rosiyanti et al, 2021). Selain itu Sumaji et al (2020) berpendapat bahwa dalam pemecahan masalah matematika di sekolah, lebih menekankan pada hasilnya tanpa mempertimbangkan proses penalarannya sampai siswa dapat memecahkan masalah.…”

Preservice mathematics teachers’ perceptions of mathematical problem solving and its teaching: A case from China

“…In general, solving problems that require effort and exploration improves one's thinking skills. Polya's problem solving table provides a perspective of the problem solving process from four stages: Understanding the Problem, Devising a Plan, Carrying out the Plan, and Looking Back (Rosiyanti et al, 2021). What Polya proposed was a heuristic approach, and his theories of mathematical problem solving were far-reaching.…”

“…George Polya, the founder of the mathematical problem solving theory, described problem solving as follows ( Polya, 1962 , p. v): “Solving a problem means finding a way out of a difficulty, a way around an obstacle, attaining an aim which was not immediately attainable.” In general, solving problems that require effort and exploration improves one’s thinking skills. Polya’s problem solving table provides a perspective of the problem solving process from four stages: Understanding the Problem, Devising a Plan, Carrying out the Plan , and Looking Back ( Rosiyanti et al, 2021 ). What Polya proposed was a heuristic approach, and his theories of mathematical problem solving were far-reaching.…”