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All Journal Jurnal Elemen Mosharafa: Jurnal Pendidikan Matematika
Sulistiawati Sulistiawati
UIN Siber Syekh Nurjati Cirebon
Education Mathematics Other

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The effects of e-problem-based learning on students’ geometry problem-solving performance across Polya’s stages Arif Abdul Haqq; Sirojudin Wahid; Nurma Izzati; Onwardono Rit Riyanto; Sulistiawati Sulistiawati; Dionisio Aquino Alves
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33540

Abstract

This study addresses persistent difficulties in students’ geometry problem-solving, particularly in coordinating representations and applying structured reasoning. Prior research has shown the potential of problem-based learning (PBL) and digital tools; however, limited evidence exists regarding how technology-enhanced PBL supports students’ engagement across Polya’s problem-solving stages. To examine this issue, a quasi-experimental pretest–posttest control group design was employed involving two intact undergraduate geometry classes. The experimental group was taught using e-Problem-Based Learning (e-PBL), while the control group received conventional instruction. Students’ performance was measured using a Polya-based problem-solving test. Data were analyzed using descriptive statistics, assumption testing, and an independent samples t-test. The results showed that the experimental group outperformed the control group (M = 70.74 vs. 65.07), with a statistically significant difference (p < .001) and a large effect size (d = 1.16). Performance gains were observed across all four stages of Polya’s framework, particularly in the planning and reflection stages. These findings suggest that e-PBL is associated with improved mathematical problem-solving performance by supporting structured reasoning and reflective thinking. The research emphasizes the necessity of integrating digital scaffolding and collaborative inquiry in geometry instruction.
From Linearity to Iteration: Navigating Polya's Problem-Solving Stages in an e-PBL Geometry Environment Arif Abdul Haqq; Sirojudin Wahid; Nurma Izzati; Onwardono Rit Riyanto; Dionisio Aquino Alves; Sulistiawati Sulistiawati; Aditiya Eka Nugraha
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3613

Abstract

Penelitian ini mengkaji bagaimana mahasiswa mengalami dan memaknai tahapan pemecahan masalah Polya saat mengerjakan tugas geometri dalam lingkungan electronic Problem-Based Learning (e-PBL) yang diimplementasikan melalui sistem manajemen pembelajaran berbasis Moodle yang dikustomisasi. Penelitian ini menggunakan desain deskriptif kualitatif dengan sumber data berupa artefak pemecahan masalah tertulis, wawancara semi-terstruktur, dan jejak digital selama e-PBL. Data dianalisis menggunakan analisis tematik Braun dan Clarke dengan pengodean deduktif berdasarkan empat tahap Polya dan pengodean induktif untuk menangkap pola penalaran yang muncul. Hasil penelitian menunjukkan bahwa pemecahan masalah berlangsung secara dinamis dan rekursif. Tahap memahami dan merencanakan melibatkan penafsiran ulang representasi multimodal, sedangkan tahap pelaksanaan ditandai oleh pergeseran representasi yang memperjelas konsep. Prompt reflektif dalam e-PBL mendukung deteksi kesalahan dan penguatan konsep, serta menegaskan peran tahap evaluasi. This study examines how students experience and interpret Polya’s problem-solving stages while working on geometry tasks in an electronic Problem-Based Learning (e-PBL) environment implemented through a customized Moodle based learning management system. Using a qualitative descriptive design, data were collected from written problem-solving artefacts, semi-structured interviews, and digital traces generated during e-PBL activities. The data were analyzed using thematic analysis following Braun and Clarke, combining deductive coding based on Polya’s four stages with inductive coding to capture emerging reasoning patterns. The findings indicate that problem-solving is enacted as a dynamic and recursive process rather than a linear sequence. Understanding and planning involve repeated reinterpretation of multimodal representations, while execution is characterized by representational shifts that support conceptual clarity. Reflective prompts in e-PBL facilitate error detection and conceptual consolidation, highlighting the importance of the evaluative stage.
Co-Authors Aditiya Eka Nugraha Arif Abdul Haqq Dionisio Aquino Alves Dionisio Aquino Alves Nurma Izzati Onwardono Rit Riyanto Sirojudin Wahid