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ANALYSIS OF STUDENTS’ MATHEMATICAL PROBLEM SOLVING ABILITIES BASED ON POLYA’S STAGES IN MATHEMATICS LEARNING IN GRADE IV AT SD 25 BANDA ACEH

PIONIR: JURNAL PENDIDIKAN · Vol. 15 No. 1 (2026) · hlm. 198–211

DOI
10.22373/pjp.v15i1.34475
ISSN
2549-6611, 2339-2495
Terbit
2026-04-30
Penerbit
Prodi PGMI FTK UIN Ar-Raniry Banda Aceh
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

The low level of mathematical problem-solving ability among elementary school students remains a challenge in mathematics learning, particularly in students’ ability to plan strategies, carry out solution steps, and review their answers. This study aimed to describe and analyze students’ mathematical problem-solving abilities based on George Polya’s stages in mathematics learning for fourth-grade students at SD Negeri 25 Banda Aceh. This research employed a descriptive qualitative approach. The research subjects consisted of five students selected purposively. Data were collected through problem-solving tests and interviews, while data analysis included data reduction, data presentation, and conclusion drawing based on the indicators of each problem-solving stage, namely understanding the problem, planning the solution, carrying out the plan, and looking back. The results showed that, in general, students were able to understand the given problems, but they still experienced difficulties in planning and carrying out solution steps systematically. In addition, the looking back stage had not been carried out optimally by most students. Overall, students’ mathematical problem-solving ability was categorized as moderate. This category indicates that students were able to fulfill some of the problem-solving indicators, but had not demonstrated consistent and optimal performance across all stages. Specifically, two students were able to complete all stages, one student experienced difficulties at the planning and implementation stages, while the other two students experienced difficulties at the planning, implementation, and looking back stages. These findings indicate the need to strengthen the planning, implementation, and reflection stages in the learning process so that students’ mathematical problem-solving abilities can develop optimally. Keywords: Mathematical Problem-Solving Ability, Polya’s Stages, Mathematics Learning, Elementary School

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  • Universitas Islam Negeri Ar-Raniry
  • Coventry University
  • Muhammadiyah University of Yogyakarta
  • Universitas Halu Oleo
  • Universiti Putra Malaysia
  • Universitas Muhammadiyah Bima
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Rekan penulisOrganisasiArtikel bersama
Wati OvianaUniversitas Islam Negeri Ar-Raniry4
Putri RahmiUniversitas Islam Negeri Ar-Raniry3
Misbahul JannahUniversitas Islam Negeri Ar-Raniry3
Nida JarmitaUniversitas Islam Negeri Ar-Raniry3
Khairatul UlyaCoventry University2
Maisarah MaisarahUniversitas Islam Negeri Ar-Raniry1
Fanny FajriaUniversitas Islam Negeri Ar-Raniry1
Rahmah RahmahMuhammadiyah University of Yogyakarta1
Arusman ArusmanUniversitas Islam Negeri Ar-Raniry1
Saifullah IdrisUniversitas Islam Negeri Ar-Raniry1
Ifna FawatiUniversitas Islam Negeri Ar-Raniry1
Siti KhasinahUniversitas Islam Negeri Ar-Raniry1
Dini UswantiUniversitas Islam Negeri Ar-Raniry1
Muhammad Afif NarfiUniversitas Islam Negeri Ar-Raniry1
Rachmawati RachmawatiUniversitas Islam Negeri Ar-Raniry1
Suryani SuryaniUniversitas Halu Oleo1
Zuraidah ZuraidahUniversitas Islam Negeri Ar-Raniry1
Heliati FajriahUniversitas Islam Negeri Ar-Raniry1
Riska OvaliaAfiliasi tidak diketahui1
Novi Trina SariUniversitas Islam Negeri Ar-Raniry1
Dara ZulfitaUniversitas Islam Negeri Ar-Raniry1
Desi RamadhaniUniversitas Islam Negeri Ar-Raniry1
Nelli RahartiUniversitas Islam Negeri Ar-Raniry1
Buhori MuslimUniversitas Islam Negeri Ar-Raniry1
Realita NurdinUniversitas Islam Negeri Ar-Raniry1
Jarjani UsmanUniversitas Islam Negeri Ar-Raniry1
Riyan HidayatUniversiti Putra Malaysia1
M. NorisUniversitas Muhammadiyah Bima1

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Sumber metadata: OAI-PMH (metadata jurnal) https://jurnal.ar-raniry.ac.id/index.php/Pionir/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">ANALYSIS OF STUDENTS’ MATHEMATICAL PROBLEM SOLVING ABILITIES BASED ON POLYA’S STAGES IN MATHEMATICS LEARNING IN GRADE IV AT SD 25 BANDA ACEH</dc:title>
	<dc:creator xml:lang="en">Atika, Maula</dc:creator>
	<dc:creator xml:lang="en">Hayati , Zikra </dc:creator>
	<dc:creator xml:lang="en">Herawati, Herawati</dc:creator>
	<dc:creator xml:lang="en">Ningsih, Yuni Setia </dc:creator>
	<dc:creator xml:lang="en">Daniah, Daniah</dc:creator>
	<dc:description xml:lang="en">The low level of mathematical problem-solving ability among elementary school students remains a challenge in mathematics learning, particularly in students’ ability to plan strategies, carry out solution steps, and review their answers. This study aimed to describe and analyze students’ mathematical problem-solving abilities based on George Polya’s stages in mathematics learning for fourth-grade students at SD Negeri 25 Banda Aceh. This research employed a descriptive qualitative approach. The research subjects consisted of five students selected purposively. Data were collected through problem-solving tests and interviews, while data analysis included data reduction, data presentation, and conclusion drawing based on the indicators of each problem-solving stage, namely understanding the problem, planning the solution, carrying out the plan, and looking back. The results showed that, in general, students were able to understand the given problems, but they still experienced difficulties in planning and carrying out solution steps systematically. In addition, the looking back stage had not been carried out optimally by most students. Overall, students’ mathematical problem-solving ability was categorized as moderate. This category indicates that students were able to fulfill some of the problem-solving indicators, but had not demonstrated consistent and optimal performance across all stages. Specifically, two students were able to complete all stages, one student experienced difficulties at the planning and implementation stages, while the other two students experienced difficulties at the planning, implementation, and looking back stages. These findings indicate the need to strengthen the planning, implementation, and reflection stages in the learning process so that students’ mathematical problem-solving abilities can develop optimally.
Keywords: Mathematical Problem-Solving Ability, Polya’s Stages, Mathematics Learning, Elementary School</dc:description>
	<dc:publisher xml:lang="en">Prodi PGMI FTK UIN Ar-Raniry Banda Aceh</dc:publisher>
	<dc:date>2026-04-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:identifier>https://jurnal.ar-raniry.ac.id/index.php/Pionir/article/view/34475</dc:identifier>
	<dc:identifier>10.22373/pjp.v15i1.34475</dc:identifier>
	<dc:source xml:lang="en">PIONIR: JURNAL PENDIDIKAN; Vol. 15 No. 1 (2026): PIONIR: JURNAL PENDIDIKAN; 198-211</dc:source>
	<dc:source xml:lang="id">PIONIR: JURNAL PENDIDIKAN; Vol 15 No 1 (2026): PIONIR: JURNAL PENDIDIKAN; 198-211</dc:source>
	<dc:source>2549-6611</dc:source>
	<dc:source>2339-2495</dc:source>
	<dc:source>10.22373/pjp.v15i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://jurnal.ar-raniry.ac.id/index.php/Pionir/article/view/34475/12843</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Maula Atika, Zikra  Hayati , Herawati Herawati, Yuni Setia  Ningsih, Daniah Daniah</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-sa/4.0</dc:rights>
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