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All Journal PIONIR: Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar
Hayati , Zikra
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ANALYSIS OF STUDENTS’ MATHEMATICAL PROBLEM SOLVING ABILITIES BASED ON POLYA’S STAGES IN MATHEMATICS LEARNING IN GRADE IV AT SD 25 BANDA ACEH Atika, Maula; Hayati , Zikra; Herawati, Herawati; Ningsih, Yuni Setia; Daniah, Daniah
PIONIR: JURNAL PENDIDIKAN Vol. 15 No. 1 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i1.34475

Abstract

The low level of mathematical problem-solving ability among elementary school students remains a challenge in mathematics learning, particularly in students’ ability to plan strategies, carry out solution steps, and review their answers. This study aimed to describe and analyze students’ mathematical problem-solving abilities based on George Polya’s stages in mathematics learning for fourth-grade students at SD Negeri 25 Banda Aceh. This research employed a descriptive qualitative approach. The research subjects consisted of five students selected purposively. Data were collected through problem-solving tests and interviews, while data analysis included data reduction, data presentation, and conclusion drawing based on the indicators of each problem-solving stage, namely understanding the problem, planning the solution, carrying out the plan, and looking back. The results showed that, in general, students were able to understand the given problems, but they still experienced difficulties in planning and carrying out solution steps systematically. In addition, the looking back stage had not been carried out optimally by most students. Overall, students’ mathematical problem-solving ability was categorized as moderate. This category indicates that students were able to fulfill some of the problem-solving indicators, but had not demonstrated consistent and optimal performance across all stages. Specifically, two students were able to complete all stages, one student experienced difficulties at the planning and implementation stages, while the other two students experienced difficulties at the planning, implementation, and looking back stages. These findings indicate the need to strengthen the planning, implementation, and reflection stages in the learning process so that students’ mathematical problem-solving abilities can develop optimally. Keywords: Mathematical Problem-Solving Ability, Polya’s Stages, Mathematics Learning, Elementary School
PENGARUH PENERAPAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION DENGAN MEDIA RODA PINTAR PECAHAN TERHADAP HASIL BELAJAR SISWA KELAS IV SDN LABUY Luthfia, Zulfa; Hayati , Zikra
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45518

Abstract

Mathematics learning in elementary school often faces challenges, particularly in helping students understand abstract concepts such as fractions. Therefore, appropriate learning approaches and instructional media are needed to support students’ understanding. This study aims to determine whether there is an effect of the implementation of the Realistic Mathematics Education (RME) approach assisted by the smart fraction wheel media on students’ mathematics learning outcomes on fraction material. This study used a quantitative approach with a quasi-experimental method and a control group pretest–posttest design. The research subjects consisted of two classes, namely the experimental class that applied the RME approach with the smart fraction wheel media and the control class that used conventional learning. Data were collected through students’ learning outcome tests and analyzed using normality tests, homogeneity tests, and the independent samples t-test. The results showed that the significance value obtained from the independent samples t-test was 0.000 < 0.05. This indicates that there is an effect of the implementation of the Realistic Mathematics Education approach assisted by the smart fraction wheel media on students’ learning outcomes. The average posttest score of the experimental class was higher than that of the control class, namely 86.80 and 74.50. Therefore, it can be concluded that there is an effect of the implementation of the Realistic Mathematics Education approach assisted by the smart fraction wheel media on students’ mathematics learning outcomes in fraction material. Keywords: Realistic Mathematics Education, smart fraction wheel media, learning outcomes, fractions, elementary school.
Co-Authors Atika, Maula Daniah Daniah Herawati Herawati Luthfia, Zulfa Yuni Setia Ningsih