Abstract
This study aims to determine and measure the effectiveness of the application of the Polya model problem-solving method. This research method uses experimental research with the type of research that is quantitative research with one group pretest-posttest design. The results of data analysis showed that the average pre-test of 44.66 based on the criteria of learning outcomes was in a low category while the average post-test was 83.22 which was in the high category. The average normalized gain score is 0.71 in the high category and is normally distributed for learning outcome data. Based on the t-test obtained 0,000 < ½α = 0.025, which means there is a significant increase. The post-test also showed that out of 32 students there were 30 participants (93.75%) who had achieved the KKM scores in mathematics in 11 Maros Baru Junior High School. The results of this study indicate that there is a significant increase in mathematics learning outcomes of students after being taught with the Polya Model Problem Solving method on rectangular material or it can be said that the Polya Model Problem Solving method is effectively applied to the rectangular flat figure material of mathematical story problems.
Highlights
Mathematics learning aims to direct students to be able to understand and master concepts, propositions, theorems, generalizations, and mathematics as a whole
The results of this study indicate that there is a significant increase in students' mathematics learning outcomes after being taught the Polya model problemsolving method
The ttest in this study was used to determine the increase in students' mathematics learning outcomes after the Polya model Problem-Solving method was applied to the rectangular flat-shaped material
Summary
Mathematics learning aims to direct students to be able to understand and master concepts, propositions, theorems, generalizations, and mathematics as a whole. In the application of mathematics learning, teachers have used various methods, including lectures, exercises, and discussions. This method has not been developed optimally so that student-learning outcomes have not been maximized. The teacher delivered more material with the lecture method, and students were given practice questions. This causes the learning process has not to be maximized in providing opportunities for students to think critically and act creatively. This kind of learning causes students to work procedurally without understanding the actual concept. Learning is still fixated on textbooks and less related to everyday life so that students to solve mathematical problems realistically, especially in the form of story questions cannot interpret learning
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