<![CDATA[This study investigated elementary school students’ mathematical problem-solving skills and difficulties in plane geometry. A descriptive quantitative survey was conducted among 31 fifth-grade students selected through stratified proportional random sampling from two elementary schools in Pekanbaru, Indonesia, during the 2025/2026 academic year. Students completed five open-ended problem-solving tasks assessed using indicators aligned with Polya’s four stages. Descriptive statistics were used to analyze the overall scores and indicator-level performance. The mean score was 57.03: 3 students (9.68%) were classified in the high category, 21 (67.74%) in the moderate category, and 7 (22.58%) in the low category. Students performed relatively well in identifying relevant problem information but had more difficulty interpreting results and verifying solutions. These findings indicate the importance of classroom activities that emphasize conceptual understanding, strategy selection, and reflection on mathematical answers.]]>
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