Problem-Based Learning Terintegrasi Langkah Polya untuk Meningkatkan Pemecahan Masalah Matematika Siswa
DOI:
https://doi.org/10.28918/circle.v6i2.2614Abstract
Mathematics learning in elementary school needs to encourage students to apply concepts, reason, and solve problems in meaningful contexts. However, preliminary observation and pretest results showed that fifth-grade students at SDN Kalisari 03 Sayung Demak experienced difficulties in identifying important information, planning solutions, explaining answers, and checking results. This study aimed to improve students’ mathematical problem-solving abilities on data presentation material through Problem-Based Learning (PBL) integrated with Polya’s problem-solving steps. The study employed classroom action research based on the Kemmis and McTaggart model, conducted in two cycles, with two meetings in each cycle. The participants were 32 fifth-grade students. Data were collected through tests, observations, documentation, and field notes. Mathematical problem-solving ability was assessed using five essay questions based on four Polya indicators: understanding the problem, devising a plan, carrying out the plan, and checking the result. Each indicator for each item was scored from 0 to 5, resulting in a maximum score of 100 for each student. Data were analyzed descriptively using mean scores, individual completeness, classical completeness, and the percentage of achievement on each Polya indicator. The success criteria were set at a minimum KKTP of 70 and a minimum classical completeness of 80%. The results showed that the mean score increased from 55.44 in the pre-cycle to 68.38 in Cycle I and 79.34 in Cycle II. Classical completeness increased from 28.13% to 50.00% and 87.50%, with 28 of 32 students achieving the KKTP in Cycle II. Thus, within the sequence of classroom action research, the implementation of PBL integrated with Polya’s steps was accompanied by improvements in students’ mathematical problem-solving abilities on data presentation material, and the success criteria were achieved at the end of Cycle II.
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