Profil Keterampilan Pemecahan Masalah Siswa Kelas XI SMA pada Materi Gerak Lurus Berdasarkan Tahapan Polya

Andriani Marshanda (Universitas Pendidikan Indonesia)
Hera Novia (Universitas Pendidikan Indonesia)
Nurdini (Universitas Pendidikan Indonesia)

Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Vol. 7 No. 4 (2026): November (In Press)

Students’ problem-solving skills in physics are essential for systematically analyzing and solving contextual problems, yet their mastery of each problem-solving stage is not always developed evenly. Preliminary findings indicate that students still experience difficulties in understanding problems, devising solution strategies, carrying out plans, and checking the results of their solutions. Therefore, identifying students’ problem-solving profiles based on systematic problem-solving stages is important to determine their strengths and difficulties, particularly in straight-line motion topics. This study aims to thoroughly describe the profile of eleventh-grade high school students' problem-solving skills in straight-line motion topics based on Polya's problem-solving indicators. This quantitative descriptive research involved 39 eleventh-grade high school students as research subjects. Data were collected using a structured essay test instrument developed based on Polya's problem-solving indicators covering Uniform Linear Motion (GLB) and Uniformly Accelerated Linear Motion (GLBB), which had satisfied the requirements of empirical validity, reliability, and item discrimination. The results revealed that the average total problem-solving score of students was 26.3 (SD = 8.7), with the largest proportion falling into the high category, accounting for 17 students (43.59%). Analysis across Polya's stages demonstrated that students achieved the highest performance in the “carrying out the plan” indicator (61%), as evidenced by their proficiency in executing mathematical procedures and substituting variables into equations. Conversely, student performance was lowest in the “looking back” indicator (53%), while “devising a plan” and “understanding the problem” reached 57% and 58%, respectively. These findings indicate that while students possess strong procedural calculation skills, they require more intensive guidance in formulating problem-solving strategies and establishing the habit of re-evaluating their final results.