<![CDATA[This study aims to describe the mathematical problem-solving abilities of junior high school students in geometry, particularly right triangles using the Pythagorean Theorem, based on Polya’s problem-solving steps. This study employed a descriptive qualitative method involving 18 eighth-grade students selected through purposive sampling in the even semester of the 2027 academic year. Data were collected through a mathematical problem-solving ability test, interviews, and documentation. The research instrument consisted of six essay questions that met the criteria of validity, reliability, difficulty level, and discrimination index, making them suitable for measuring students’ problem-solving abilities. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which included data condensation, data display, and conclusion drawing. Polya’s problem-solving indicators were used as a framework for organizing and interpreting the test and interview data. The results showed that the average mathematical problem-solving ability score was 44.11. Based on the ability categories, 15.79% of students were categorized as very good, 35.39% as good, 24.18% as sufficient, and 8.82% as poor. Based on Polya’s problem-solving indicators, students demonstrated the highest ability in carrying out the solution plan (96.29%), followed by devising a solution plan (88.88%), understanding the problem (50%), while the lowest ability was in reviewing the solution (11.11%). Students’ difficulties generally occurred in understanding the problem and drawing conclusions from the solutions obtained. Overall, the mathematical problem-solving ability of students in geometry at SMPN 10 Kerinci was categorized as sufficient, with an average score of 44.11%.]]>
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