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Refni Adesia Pradiarti
Universitas Sunan Gresik, Jl. Dusun Sidorukun, Kec. Sidayu, Kab. Gresik, Jawa Timur, Indonesia
Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Energy Immunology & microbiology Materials Science & Nanotechnology Mathematics

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Mathematical Problem-Solving Strategies of Pre-Service Elementary School Teachers in Solving Contextual Problems Refni Adesia Pradiarti
Jurnal MIPA dan Pembelajarannya Vol. 6 No. 8 (2026): August
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um067v6i82026p1

Abstract

This study aims to describe the mathematical problem-solving strategies employed by pre-service elementary school teachers in solving contextual problems based on Polya's problem-solving stages. The study adopted a qualitative approach with a descriptive research design. The participants consisted of 32 students from the Elementary School Teacher Education Program at Sunan Gresik University who completed a mathematical problem-solving test. Three participants were purposively selected to represent high-, moderate-, and low-ability groups. Data were collected through a contextual mathematical problem-solving test, semi-structured interviews, and documentation of the participants' written work. Data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that participants in the high-ability group successfully completed all stages of Polya's problem-solving process systematically, employed appropriate strategies, and accurately interpreted the results within the given context. Participants in the moderate-ability group were able to perform the mathematical procedures correctly but experienced difficulties in reflecting on and interpreting their solutions. Meanwhile, participants in the low-ability group encountered difficulties from the initial stage of understanding the problem, resulting in the use of inappropriate strategies and solutions that did not adequately address the problem requirements. These findings suggest that the ability to understand contextual situations, select appropriate strategies, and reflect on the solution process are key factors distinguishing the mathematical problem-solving performance of pre-service elementary school teachers.
Mathematical Literacy of University Students in Solving Higher-Order Thinking Skills (Hots) Problems in Advanced Geometric Transformations Lailatul Adinda Fitria; Nur Lail Feny Andiny; Lailatul Adinda Fitria; Nur Lail Feny Andiny; Refni Adesia Pradiarti
Jurnal MIPA dan Pembelajarannya Vol. 6 No. 8 (2026): August
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um067v6i82026p4

Abstract

This study aimed to analyze the mathematical literacy of university students in solving Higher-Order Thinking Skills (HOTS)-based problems on geometric transformations in an Advanced Mathematics course. A descriptive qualitative approach was employed, involving six participants selected through purposive sampling to represent high-, medium-, and low-ability groups. Data were collected using a written HOTS-based mathematics test and analyzed following the data analysis model of Miles, Huberman, and Saldaña. The findings indicate that students' mathematical literacy can be classified into three categories: (1) accurate and appropriate visual representations, (2) inaccurate visual representations, and (3) absence of visual representations. Students in the high-ability category successfully demonstrated all indicators of mathematical literacy, including problem comprehension, solution strategy development, mathematical representation, visualization, and logical reasoning. Students in the medium-ability category exhibited partial understanding but still experienced conceptual misunderstandings and weaknesses in visualization. In contrast, students in the low-ability category were unable to integrate symbolic and visual representations effectively and demonstrated deficiencies across nearly all mathematical literacy indicators. These findings suggest that visual representation is a key factor in successfully solving HOTS-based geometric transformation problems. Therefore, mathematics instruction should be designed using contextual, visual, and HOTS-oriented learning approaches to enhance university students' mathematical literacy.
Co-Authors Lailatul Adinda Fitria Lailatul Adinda Fitria Nur Lail Feny Andiny Nur Lail Feny Andiny