Analisis proses pemecahan masalah matematis siswa SMA berkemampuan rendah berdasarkan tahapan Polya pada materi bilangan bulat

Rivatul Ridho Elvierayani (Universitas Islam Lamongan)
Rahma Febriyanti (Universitas Islam Lamongan)
Fitri Umardiyah (Universitas KH. A. Wahab Hasbullah)
Ulifatul Rochmatin (Universitas Islam Lamongan)
Ilma Rosyiidatul Yaqin (Universitas Islam Lamongan)

Jurnal Tadris Matematika
Vol. 9 No. 2 (2026)

Mathematical problem-solving ability is a crucial competency in mathematics education; however, students continue to struggle with non-routine problems that require reasoning and appropriate strategies. This study aims to analyze the mathematical problem-solving processes of high school students regarding the topic of integers, based on Polya’s stages. A qualitative descriptive approach was employed, involving three students identified by their teacher as having low mathematical ability. Data were collected through written tests and semi-structured interviews, then analyzed according to Polya’s four stages. The results indicate that the three subjects exhibited distinct problem-solving characteristics. Subject S1 carried out the first three stages but failed to perform the "looking back" stage. Subject S2 completed all four stages but was inconsistent in integrating all problem requirements when determining a strategy and verifying the results. Subject S3 also completed all four stages but failed to accurately interpret divisibility relationships, focusing instead on the number 70; while S3 utilized the concept of factors of 70, they did not relate this to all the prMathematical problem-solving ability is a crucial competency in mathematics education; however, students continue to struggle with non-routine problems that require reasoning and appropriate strategies. This study aims to analyze the mathematical problem-solving processes of high school students regarding the topic of integers, based on Polya’s stages. A qualitative descriptive approach was employed, involving three students identified by their teacher as having low mathematical ability. Data were collected through written tests and semi-structured interviews, then analyzed according to Polya’s four stages. The results indicate that the three subjects exhibited distinct problem-solving characteristics. Subject S1 carried out the first three stages but failed to perform the “looking back” stage. Subject S2 completed all four stages but was inconsistent in integrating all problem requirements when determining a strategy and verifying the results. Subject S3 also completed all four stages but failed to accurately interpret divisibility relationships, focusing instead on the number 70; while S3 utilized the concept of factors of 70, they did not relate this to all the problem’s requirements. The findings suggest that the problem-solving process was suboptimal, particularly regarding the interpretation of information, strategy selection, and the execution of a comprehensive review. of information, strategy selection, and the execution of a comprehensive review.