Stages Of Polya Research Articles

Analysis of Students' Difficulties in Solving Physics Problems Using Polya's Theory

The ability of students in solving physics problems used Polya's theory is still at a low level, in general students have difficulty in solving physics problems at the stages of planning and implementing problem solving. This study aims to determine the level of difficulty of students in solving physics problems used Polya's theory and find out what are the difficulties of students in solving physics problems used Polya's theory. The research approach used is mixed method, with the explanatory sequential design. Data collection techniques used tests and interviews. The results of data analysis show that the very high level of difficulty of students in solving equilibrium problems of rigid bodies is at the stage of seeing / checking back, but the difficulties experienced by students at this stage are very dependent on the other three stages of Polya, namely understanding the problem, planning problem solving and implementing problem solving. Students' difficulties in solving physics problems used Polya's theory, among others, students had difficulty in translating or changing the problem in physics symbols, students had difficulty in making plans because they did not know the formula that should be used, students had difficulty in completing mathematical operations and students did not re-examine the solution steps and answers that had been obtained so that some answers were still not correct.

The causes of changes in student positioning in group discussions using Polya’s problem-solving and <i>commognitive</i> approaches

This study aims to describe the causes of changes in student positioning during group discussions utilizing Polya’s problem-solving method and commognitive principles. The subjects of the study are mathematics education students from STKIP Taman Siswa Bima. Two groups were selected from 30 participants, each consisting of three individuals representing the roles of expert, facilitator, and novice. The research approach employed was qualitative exploratory. The findings indicate that changes in positioning were due to role shifts among group members, where group 1 changed from an initial positioning of EP1FP1NP1 to F’P1E’P1NP1, incorporating complete stages of Polya’s problem-solving process and commognitive components. Group 2 transitioned from EP2FP2NP2 to F’P2FP2NP2, reflecting an incomplete application of Polya’s problem-solving stages and commognitive components. Future research recommendations include examining how changes in student positioning occur in algebra problem-solving discussions using Polya’s problem-solving strategies and commognitive components, with a focus on individual student problem-solving within groups.

Students' Difficulties In Solve Trigonometry Problem Solving According To Step Polya's

This study aims to describe students' difficulties in solve trigonometry problem solving according Polya's steps. Determining research subjects by giving students difficulty test questions using Polya steps to 36 students of class X MIPA 8 SMAN 1 Indramayu. From these results, 6 subjects were selected purposively as a sample with subjects falling into the high, medium and low score categories. The instruments used were diagnostic tests of students' difficulties in solving trigonometric problems using Polya's problem solving and interviews. The data analyzing technic in the research started with collecting information in the fields, interviews, and documentations which are collected by coding. By considering into account the results obtained from this study, the difficulty of students in handling problem solving of trigonometry problems according to Polya's steps owned by students of class X MIPA 8 SMA Negeri 1 Indramayu is able to solve a problem using Polya's steps. When students who have high test scores will have little difficulty learning because the subject can explain and solve problems well and there are no difficulties. While it is different when students who have low scores feel confused, difficult, wrong in solving a problem. In fact, in this study, the highest score and the lowest score both answered the questions correctly, the only difference was the student's accuracy and overestimation, causing the student to get a low score. The research results show that the students with high score category had less difficulty than students with low score categories. Therefore, teachers must be more careful in paying attention to students and teachers must also explain Polya's stages gradually without rushing. It is expected that students can understand Polya's stages as a whole so as to reduce student learning difficulties.

Eksplorasi Kesulitan Siswa dalam Menyelesaikan Soal Higher Order Thingking Skills (HOTS) dengan Menggunakan Metode Polya pada Materi Perbandingan Trigonometri

This study aims to determine the difficulties of students in solving Higher Order Thingking Skills (HOTS) problems by using the Polya method in Trigonometric comparison materials. This research is a descriptive qualitative research. The subjects of the study were 36 students in class X.1 of SMA Negeri 2 Situbondo. Data collection techniques use test questions, interviews and documentation. The test in the form of Higher Order Thingking Skills (HOTS) questions is carried out to measure students' abilities. Interviews were conducted on 6 students based on the category of ability level of test results. Data analysis was carried out using data induction and reduction theory. The test results showed that those who scored in the high-level category were 10 students (28%), the moderate-level category was 14 students (39%) and the low-level category was 12 students (33%). The conclusion of this study states that the difficulty of students in solving Higher Order Thinking Skills (HOTS) questions using the polya method, namely subjects with high-level categories, experience difficulties at the re-examination stage. Subjects with a moderate level category, experienced difficulties at the stage of implementing the plan and re-examining. Subjects with low-level categories experienced difficulties at all stages of polya, namely at the stage of understanding the problem, making a plan, implementing the plan and re-examining.

Analisis Kemampuan Pemecahan Masalah Matematis Materi Pengukuran Pada Siswa Kelas III Di SD Negeri Langgenharjo 01

This research aims to analyse students' mathematical problem solving ability on length and weight measurement material in class III at SD Negeri Langgenharjo 01. This type of research is a qualitative descriptive research. The data source of this research comes from the answers to the mathematical problem solving ability description test and interviews. This study used 3 subjects from 30 grade III students who were taken using purposive techniques according to the category of mathematical problem solving ability, consisting of high, medium, and low categories. Data collection techniques used observation, interviews, and documentation. The data analysis technique used in this study used the Miles and Huberman model, namely, data collection, data reduction, data presentation, and conclusion drawing. Based on the results of research on mathematical solving ability according to Polya's level, namely, (1) Students in the high category are able to fulfil all four indicators of problem solving according to Polya's stages. (2) Students in the medium category can solve problems well, but are often less careful and often hasty. They can only fulfil 2 of the 4 problem solving indicators. (3) Students in the low category have not been able to solve the problem well. They were unable to fulfil all indicators of problem solving ability according to Polya's stages. The conclusion of this study is that students have various potentials in mathematical problem solving ranging from high, medium, and low categories.

Kesalahan Siswa dalam Menyelesaikan Soal Cerita Sistem Persamaan Linear Tiga Variabel Berdasarkan Prosedur Polya

The objective of this study is to describe students' errors in solving word problems related to the Three-Variable Linear Equation System based on Polya's procedure. The errors identified correspond to various stages of Polya's problem-solving method. This research adopts a descriptive approach with qualitative methods. Data collection involved tests and interviews, with the subjects being 10th-grade students at MA Miftahul Ulum Gondanglegi, East Java, Indonesia. The data analysis technique employed data reduction, presentation, and conclusion drawing. The research findings revealed that there are four main types of errors made by students. The most frequent error, accounting for 42%, was in rechecking the solutions obtained, indicating a tendency among students to be less thorough in reviewing their answers. Conversely, the least frequent error, occurring at 8%, was in understanding the problems, suggesting that students generally have a good grasp of what is known and what is asked in the problem. Several factors contribute to these errors, including students' lack of caution in reading and understanding the problems, inaccuracies in performing calculations, a lack of habit in writing down solutions in a sequential and systematic manner, and insufficient practice in verifying their answers.

Analisis Kemampuan Pemecahan Masalah Matematis Siswa SMA Kelas XI Pada Materi Lingkaran

This research aims to describe the stages of student problem solving based on the Polya stages in circle material. Based on these objectives, this research is included in descriptive qualitative research. Data collection was carried out on class XI students at SMA Negeri 2 Semarang selected using purposive sampling. The subjects chosen in this research were 6 students, consisting of two students with low initial abilities, two students with medium initial abilities, and two students with high initial abilities. The data used was verified using source triangulation. The results of this research show: 1) S-5 and S-6 subjects with low initial abilities were able to understand the problem, were less able to prepare a resolution plan, were less able to carry out the resolution plan, and were less able to re-examine. 2) S3 and S-4 subjects with moderate initial abilities were able to understand the problem even though S-3 subjects had not written down what was asked in the problem, were able to prepare a solution plan, were less able to carry out the solution plan, and were less able to recheck. 3) S-1 and S-2 subjects with high initial abilities are able to understand the problem, less able to prepare a resolution plan, less able to carry out the resolution plan, and less able to re-examine.

Analysis Of Problem-Solving Skills Related To Building Space Material In Students At Smp Negeri 2 Galesong Selatan

This study aims to describe how students' problem-solving abilities use Polya stages in completing space building material. The research method is descriptive qualitative. The subjects of this study were taken by 3 students from 27 students of grade VIII.f SMP Negeri 2 Galesong Selatan. Based on the results of the study, it can be concluded that the ability to solve mathematical problems to solve the material to build space with the Polya stage is a high-ability student, that is, students are able to meet the problem-solving indicators even though there are some indicators that are not written down but can be explained at the interview, and it does not mean that students are not able to solve the problem. It's just that students don't want to be complicated and rewrite which in the end is rewritten in the next indicator. Students with moderate ability, namely students are able to meet the indicators of problem solving, but there are some students who misunderstand the concept of solving problems, because they do not match what is planned with what is written in solving problems because students are in a hurry to solve problems. Low-ability students, namely students are only able to meet 2 indicators because they do not understand the plan to be used in solving the problem.

ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA PADA MATERI KECEPATAN DAN DEBIT

This research was motivated by the low mathematical problem solving abilities of fifth grade students at SD 3 Tenggeles. This can be seen from the results of students' daily test scores, of which 17 students only 8 students were able to reach the KKM. This research, which aims to analyze the mathematical problem solving abilities of class V students on Speed ​​and Discharge material, is descriptive research with a narrative approach. The research subjects were 6 students selected using purposive techniques. Data collection techniques use documentation, observation, and interviews, while data analysis techniques used in this research include collecting data, reducing data, presenting data, and drawing conclusions. The results of this research are based on four indicators of problem solving ability according to the Polya stages, namely (1) Students in the high category are able to fulfill all indicators, (2) Students in the medium category are only able to fulfill two indicators, and (3) Students in the low category unable to meet all indicators.

ANALISIS KEMAMPUAN SISWA SMPN 2 KOTA TAMBOLAKA DALAM MENYELESAIKAN SOAL FISIKA PADA MATERI HUKUM NEWTON DENGAN MENGGUNAKAN TEORI POLYA

The research conducted aims to determine the ability of students in solving physics problems using Polya's theory and the difficulties experienced in solving problems. The method used is quantitative with a descriptive approach. The research subjects were 15 students of class VIII SMP Negeri 2 Tambolaka City. Data collection using test instruments in the form of essay questions and interviews to students. The results showed that, the ability of students in solving physics problems was in the high category 26%, moderate 7%, low 47% and very low 20% while aspects of student ability based on Polya's stages are students who understand the problem in the problem 10 students, plan the problem in the problem 9 students, carry out planning in the problem 8 students, look back at the answers in the problem 6 students. Thus the ability of students in grade VIII SMP Negeri 2 Tambolaka city is in the low category in solving physics problems. At the stage of understanding the problem and planning the problem some students have been able to solve it, but at the stage of carrying out the planning and rechecking the answers there are still many students who experience errors in solving it. The difficulties experienced by students are in determining equations, remembering magnitude and units, and calculating complex numbers.

Student’s Reversible Thinking Processes: An Analysis Based on Adversity Quotient Type Climbers

Reversibility thinking carried out mentally in mathematical operations has an important role in the process of understanding concepts as it involves developing a thinking process from beginning to end and from end to beginning. This qualitative research aims to describe students' reversible thinking processes in solving algebra problems, specifically in climber-type adversity quotient. A total of 2 students who have the climber type were selected as participants from 36 potential subjects involved in the research. Data collection was carried out by providing Adversity Response Profile questionnaires, Test of Thinking Reversible, and semi-structured interviews. Our participants solved problems according to polya stages and through forward and reverse processes. The results of data analysis show that in the forward process, there are 2 aspects of reversible thinking, namely negation and reciprocity, while in the reverse process, they involve 2 aspects of reversible thinking, namely the capability to return to initial data after obtaining the result and negation. The results suggest that student's ability to perform mental reversals indicates a strong reversible thought process, leading to more precise cognitive thinking.

Analisis Kemampuan Pemecahan Masalah Matematika Siswa Kelas VII pada Materi Bilangan Pecahan Melalui Pendekatan Metakognitif-Diskursif di SMPK St. Paulus Karuni

This research aims to determine the mathematical problem solving abilities of class VII students who use the Metacognitive-Discursive approach to fractional number material based on the Polya indicator. The type of research used is qualitative descriptive research. The subjects in this research consisted of 3 students. Data collection techniques in this research used test methods, interviews and documentation of test results. The data analysis technique is: first, students are asked to work on questions. Second, the results of student work are analyzed with the aim of finding out what students’ abilities are in solving problems. Third, from the results of the analysis conclusions are drawn. The results of this research show that each student has a different problem solving process, namely, students in the high category are able to solve mathematical problems through the Polya stages. Students in the medium category have not been able to solve mathematical problems through the Polya stages as a whole. Even though there are several Polya strategies that are not used in the completion step, they can complete it well. Students in the low category tend to be limited to understanding the problem and have not been able to solve mathematical problems through all stages of Polya

Miskonsepsi Pemahaman Materi Bangun Datar dengan Penerapan Teori Polya di PGMI 3

This research aims to 1) analyze students' problem solving abilities in solving story problems based on polya stages in plane material in the PGMI 3 class at UIN North Sumatra, 2) find out how to improve students' problem solving abilities in solving story problems based on polya stages. This research uses a qualitative descriptive research type. Data collection in this research was carried out by means of written tests, interviews and documentation. Subjects were taken in this research using purposive sampling technique. Interviews were conducted with research subjects and class teachers. The research results obtained were that students with low abilities were quite capable of goingthrough the stages of understanding the problem and preparing a solution plan. Students with moderate abilities are able to go through the stages of understanding the problem, preparing a solution plan, and implementing the solution plan. Meanwhile, students with high abilities are able to go through all stages of Polya problem solving.

Analysis of Students’ Problem-Solving Ability in Solving Improper Integral Problems

This study aimed to determine the student’s problem-solving-ability using Polya stages in solving Improper Integral questions in online Integral Calculus Learning through zoom applying Student-Centered Learning. It is very rare to find the research that examines students' problem-solving abilities in solving improper integral problems. The research method used in this study was ex-post facto research. The research subjects were 14 students from class B in the third semester of the Mathematics Study Program FKIP UNIB 2020/2021 getting grades A and A- in Integral Calculus Learning. The analysis in Polya stages consisted of Understanding the Problem (P1); Devising a Plan (P2); Carrying out the Plan (P3); and Looking Back (P4. The instruments used to collect data were improper integral test sheets, analysis guide sheets, and open questionnaires. The result showed the mean score of the student’s problem-solving ability was 74.02. The mean value in each stage: P1 = 79.91; P2 = 79.46; P3 = 72.77; and P4 = 65.18. It was concluded that students already had good abilities in understanding problems and planning solutions.

Analysis of Problem Solving Ability Polya Stages of Open University Students in Mathematics Courses

This type of research is qualitative research using a descriptive approach. The purpose of this research is to describe the problem-solving skills of Polya stages in Mathematics courses. The subjects of this study were 15 semester 3 students of the Open University Elementary School Teacher Education Study Program divided into three categories of problem solving abilities, namely 6 students (40%) in the high category, 6 students (40%) in the medium category, and 3 students (20 %) low category. Data related to problem-solving abilities according to Polya's stages were obtained from diagnostic tests and interviews. Subjects were taken by purposive sampling technique and data validation using the triangulation method. Data analysis techniques used data reduction, data presentation, and drawing conclusions. The results of this study were that most students who were in the high and medium categories were able to write down what was known and asked about the questions correctly, presenting the sequence of completion steps using the right steps or procedures and get the correct results, and write conclusions without writing checks. Meanwhile, a small number of students who were in the low category incompletely wrote down what was known and asked about the questions, the sequence of solutions presented was inaccurate, wrote down the procedures or steps but were incorrect, and wrote conclusions but the answers given were incorrect.

Reflective Thinking Students with Different Adversity Quotients in Solving Mathematics Problems

Reflective thinking is considered one of the thinking skills that support the process of solving mathematical problems. Difficulties are always encountered in the problem-solving process therefore individual intelligence is required to persevere in facing challenges. The intelligence to persevere in facing challenges is referred to as the adversity quotient. The adversity quotient is divided into three categories: climber, camper, and quitter. This study is qualitative descriptive research aimed at describing the process of reflective thinking in students' problem-solving abilities from the perspective of adversity quotient. The research was conducted at a public junior high school in Wonogiri, with eighth-grade students as the subjects. Eighth-grade students are in the middle position, a stable level of adaptation. This matter because eighth-grade is still in the adjustment stage, a transition period on the environment and learning process. The respondents in this study consisted of three students, one climber, one camper, and one quitter. The respondents were selected using a purposive sampling technique. The data collection techniques used were questionnaires, tests, and interviews. The data validity used was time triangulation. The results of the study concluded that the climber student demonstrated good reflective activity in each stage of Polya's problem-solving method, from understanding the problem, devising a solution plan, and implementing problem-solving, to reviewing the obtained results. The camper student showed some level of reflective activity, even though it was not optimal at the stages of devising a solution plan, implementing problem-solving, and reviewing. On the other hand, the quitter student did not exhibit reflective thinking activity in any of the stages of Polya's problem-solving method.

ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA PADA MATERI BILANGAN BULAT DITINJAU DARI ADVERSITY QUOTIENT

This study aims to describe the stages of student problem solving based on the Polya stages in terms of adversity quotient on integer material. Based on these objectives, this research is descriptive qualitative research. The data were collected from grade VII students at SMP Negeri 1 Karanganom who were selected by purposive sampling. The subjects selected in this study were 3 students, consisting of 1 student who was type AQ quitter, 1 student who was type AQ campers, and 1 student who typed AQ climbers. Data collection techniques used were AQ questionnaire, tests, interviews, and completed with documentation. The data analysis techniques used are data reduction, display data, and conclusion drawing/verification. The validity of the data used was technical triangulation. In this study, the QSR Nvivo software was used to help process and analyze research data. The results in this study indicate: 1) The quitters subject can understand the problem, is less able to prepare a resolution plan, is less able to solve problems according to the plan, and is less able to re-examine the results that have been obtained. 2) The campers subject can understand problems, able to plan resolution, able to solve problems, and less able to re-examine the results that have been obtained. 3) The climbers' subject was able to understand the problem, was able to plan the solution, was able to solve the problem according to the plan, and was able to re-examine the results that had been obtained

How Grade VIII Middle School Students Can Solve Problems Constructing Flat Sided Rooms with Polya Stages

How Grade VIII Middle School Students Can Solve Problems Constructing Flat Sided Rooms with Polya Stages

Mathematical Problem Solving Ability in Solving Sequence and Series Problems Using Polya Stages

Mathematical Problem Solving Ability in Solving Sequence and Series Problems Using Polya Stages

Representasi Matematis Siswa dalam Menyelesaikan Masalah Teorema Pythagoras berdasarkan Tahapan Polya Ditinjau dari Perbedaan Gender

Mathematical representations is the real product or result that represent mathematical ideas in various forms, such as diagrams, graphs and other concrete forms to help finding solutions to problems. Mathematical representation in problem solving is the main thing since, the use of right mathematical representation can help in solving the problem correctly. The purpose of this research is to describe the mathematical representation of masculine male students and feminine female students in solving Pythagorean Theorem problems based on Polya's stages. The research method used is descriptive qualitative. The research subjects were 3 masculine male students and 3 feminine female students at Junior High School 2 Gresik. Data is collected using BSRI questionnaire, mathematical ability test, problem solving test, and interviews. The results of problem solving test were showed that at the stage of understanding the problem, masculine male students presented known information using visual and symbolic representations while feminine female students used verbal and symbolic representations. To present what is being asked, masculine male students and feminine female students using verbal representations. At the planning stage, masculine male students and feminine female students explained solving strategies using verbal representations. At the stage of carrying out the plan, masculine male students and feminine female students solving the problems using visual, symbolic, and verbal representations, and presenting the results of the solution using verbal representations. At the re-examining stage, masculine male students and feminine female students using verbal representations to conclude the completion results and checking the completion results using symbolic representations.