POLYA-BASED ANALYSIS OF ELEMENTARY STUDENTS' PROBLEM-SOLVING SKILLS FOR PROBLEM-BASED LEARNING DESIGN
Abstract
Problem-Based Learning (PBL) is widely recommended to improve mathematical problem-solving, yet the choice of this model is rarely grounded in a prior analysis of the problem-solving stage at which students actually struggle. This study aimed to map sixth-grade elementary students' mathematical problem-solving ability on Polya's four indicators as an empirical basis for recommending a PBL-based learning design. A descriptive design combining quantitative and qualitative analysis was applied to 30 students of SD Islam Al Azhar 46 Depok selected through purposive sampling. Data were collected through a validated three-item essay test (Cronbach's α = 0.804) scored with an analytic rubric for each indicator and through documentation of students' answer sheets. The overall mean score was 65.46 (moderate). Understanding the problem reached 84.44%, devising a plan 71.48%, and carrying out the plan 70.74% (all high), whereas looking back reached only 35.19% (very low), with 70.00% of students in the very low category. Answer-sheet analysis showed that most students stopped once a numerical answer was obtained and did not check its reasonableness, while the few high achievers verified their results by recalculating in a different way. These findings indicate that the main learning need lies in reflective verification rather than in problem comprehension. The study therefore recommends a PBL design that treats the analysis-and-evaluation phase as a structured and assessed activity, supported by self-check prompts and peer review, while maintaining students' existing strengths in the earlier stages.
Problem-Based Learning (PBL) banyak direkomendasikan untuk meningkatkan kemampuan pemecahan masalah matematis, tetapi pemilihan model ini jarang didasarkan pada analisis awal mengenai tahap pemecahan masalah yang benar-benar menyulitkan siswa. Penelitian ini bertujuan memetakan kemampuan pemecahan masalah matematis siswa kelas VI sekolah dasar pada empat indikator Polya sebagai dasar empiris untuk merekomendasikan desain pembelajaran berbasis PBL. Penelitian deskriptif yang memadukan analisis kuantitatif dan kualitatif ini melibatkan 30 siswa SD Islam Al Azhar 46 Depok yang dipilih secara purposif. Data dikumpulkan melalui tes uraian tiga butir yang telah divalidasi (Cronbach's α = 0,804) dan dinilai dengan rubrik analitik per indikator, serta melalui dokumentasi lembar jawaban siswa. Rata-rata skor keseluruhan sebesar 65,46 (sedang). Indikator memahami masalah mencapai 84,44%, menyusun rencana 71,48%, dan melaksanakan rencana 70,74% (ketiganya tinggi), sedangkan memeriksa kembali hanya 35,19% (sangat rendah), dengan 70,00% siswa berada pada kategori sangat rendah. Analisis lembar jawaban menunjukkan bahwa sebagian besar siswa berhenti setelah memperoleh jawaban numerik tanpa memeriksa kewajarannya, sedangkan sedikit siswa berkemampuan tinggi memverifikasi hasilnya dengan menghitung ulang melalui cara lain. Temuan ini menunjukkan bahwa kebutuhan belajar utama terletak pada verifikasi reflektif, bukan pada pemahaman masalah. Oleh karena itu, penelitian ini merekomendasikan desain PBL yang menjadikan fase analisis dan evaluasi sebagai kegiatan yang terstruktur dan dinilai, didukung lembar periksa mandiri dan penilaian teman sejawat, dengan tetap mempertahankan kekuatan siswa pada tahap-tahap sebelumnya.
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