Effects of Polya Questioning Instruction for Geometry Reasoning in Junior High School

Abstract

In teaching geometry, most instructors opt for direct demonstration with detailed explanations; however, under this kind of instruction students face considerable difficulties in the development of the reasoning skills required to deal with problems of a geometric nature. This study adopted a nonequivalent pretest-postest quasiexperimental design employing Polya's approach of four-stage problem solving using question prompts in conjunction with multimedia demonstration. Two classes of grade 7 students were randomly selected as the experimental group receiving instruction based on Polya questioning and two others were selected as the control group receiving instruction based on direct presentation. Our results revealed that the posttest performance in geometry reasoning of students receiving instruction based on Polya questioning was superior to that of students receiving direct presentation. In addition, students receiving instruction based on Polya questioning expressed a stronger sense of participation in the course than did students receiving direct presentation.

The Effectiveness of the Problem Solving Strategy and the Scientific Approach to Students’ Mathematical Capabilities in High Order Thinking Skills

“…It is also more effective against students' abilities in mathematical reasoning. This is consistent with the results of research that show that problem solving approaches contribute to critical, analytical, and reasoning skills (Cheng, She & Huang, 2018;Goh, 2014;Lee & Chen, 2015). Higher student reasoning abilities taught by problem solving models compared to conventional models (Muin, Hanifah & Dwidian, 2018).…”

Enhancing Understanding through the Use of Structured Representations

“…The topic in this study was transition matrices. We prepared multimedia teaching materials based on the instructional message framework using PowerPoint with AMA add-ins as well as prompts and whole-class discussion (Lee & Chen, 2015, 2016. Both groups were shown slides with the same instructional content; however, the representations used in the worked examples differed between the groups.…”

Bahan Ajar Geometri Analitik Berbasis Geogebra dan Kreativitas Belajar: Dapatkah Meningkatkan Kemampuan Pemecahan Masalah?

“…Tujuan utama dalam ilmu pendidikan adalah untuk meningkatkan kemampuan siswa pada pemecahan masalah (Shakhman & Barak, 2019). Kesulitan dalam menyelesaikan soal geometri dalam pemecahan masalah juga dialami oleh siswa di tingkat menengah (Lee & Chen, 2015). Mahasiswa juga mengalami kesulitan untuk menyelesaikan soal kemampuan pemecahan masalah ini dapat dilihat dari hasil rata-rata ujian akhir semester geometri analitik yang masih rendah dibawah 60.…”

“…Pembelajaran dengan menghadirkan kegiatan pemecahan masalah dapat meningkatkan kemampuan mahasiswa untuk menggali pengetahuannya sendiri (Nasriah, 2017). Pembelajaran menggunakan metode Polya dapat meningkatkan proses pembelajaran (Lee & Chen, 2015). Pengukuran kemampuan pemecahan masalah diperlukan alat ukur berupa soal yang tergolong masalah.…”

“…Penggunaan geogebra juga dapat membantu mahasiswa untuk memvisualisasikan permasalahan di bidang geometri. Penggunaan multimedia dalam pembelajaran geometri dapat membantu siswa untuk berpikir secara visual (Lee & Chen, 2015). ICT juga merupakan penghubung antara pendidik dengan siswa (Steiner & Mendelovitch, 2017).…”