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STEAM Journal For Elementary School EducationSTEAM Journal For Elementary School Education

The purpose of this study is to describe students mathematical problem-solving abilities and to identify the factors that influence them. This research is a qualitative study with a descriptive approach conducted at SDN 1 Mendolo Kidul, with fourth-grade students and their teacher as research subjects. Data were collected using tests, interviews, and documentation. The validity of the data was ensured through source triangulation and technique triangulation. The data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results show that students in the high category tend to apply all problem-solving steps correctly, while those in the medium category still make mistakes in some steps. In contrast, students in the low category make errors in almost all of the steps. The factors that influence students mathematical problem-solving abilities include experiential, affective, and cognitive factors. The results of this study can serve as a reference for teachers in designing more effective strategies to improve students mathematical problem-solving abilities. In addition, the findings can assist schools in developing remedial programs tailored to students ability levels. This study also contributes to providing empirical information on the variation of mathematical problem-solving abilities at the elementary school level and the influencing factors, which can serve as a reference for further research in this field.

The study concludes that students with high mathematical problem-solving skills demonstrate a strong understanding of problem-solving steps, while those in the medium category exhibit inconsistencies in applying these steps.Students in the low category struggle with understanding problems and executing problem-solving plans effectively.These abilities are influenced by experiential, affective, and cognitive factors, highlighting the importance of a holistic learning approach.Therefore, improving mathematical problem-solving abilities requires considering not only cognitive aspects but also students learning experiences and emotional states.

Further research should investigate the effectiveness of specific interventions designed to enhance students affective domain, such as building confidence and reducing math anxiety, to improve their problem-solving performance. Additionally, studies could explore the impact of incorporating real-world contexts and collaborative learning activities into mathematics instruction to foster deeper understanding and engagement with problem-solving. Finally, longitudinal studies are needed to track the development of students problem-solving abilities over time and identify the long-term effects of different instructional approaches, particularly focusing on how early interventions impact later academic success in mathematics and related fields. These investigations should aim to provide educators with evidence-based strategies for cultivating robust problem-solving skills in elementary school students, ultimately preparing them for success in higher-level mathematics and beyond.

  1. PISA 2022 Results (Volume I) | OECD. pisa results volume oecd skip main content state learning equity... doi.org/10.1787/53f23881-enPISA 2022 Results Volume I OECD pisa results volume oecd skip main content state learning equity doi 10 1787 53f23881 en
  2. KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SEKOLAH DASAR MENURUT TEORI POLYA | Ibriez Jurnal Kependidikan... ibriez.iainponorogo.ac.id/index.php/ibriez/article/view/420KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SEKOLAH DASAR MENURUT TEORI POLYA Ibriez Jurnal Kependidikan ibriez iainponorogo ac index php ibriez article view 420
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