PROFILE OF OPEN-ENDED PROBLEM SOLVING BASED ON POLYA’S STEPS VIEWED FROM MATHEMATICAL ABILITY LEVEL OF JUNIOR HIGH SCHOOL STUDENTS

Safirah Viki Amalina, Rooselyna Ekawati

Abstract


Problem solving is one of several important abilities a student must have. Problem solving is a planned process that must be done in order to get a certain solution of a problem that is not obtained immediately. One type of problem students must solve is an open-ended problem. Open-ended problem solving for every student is certainly different from one another. The level of mathematical ability of students is one of the factors that influence these differences. This type of research is a qualitative descriptive with the purpose to describe the profile of open-ended problem solving based on Polya’s steps viewed from mathematical ability level of junior high school students. Three students from grade VII are the subjects in this research (one student having high mathematical ability, one student having moderate mathematical ability, and one student having low mathematical ability). This research uses instruments mathematical ability test, open-ended problem solving test, and interview guidelines. The results showed there were differences in the open-ended problem solving profile on students with high, moderate, and low mathematical ability. Student with high mathematical ability can carry out all the steps of Polya’s problem solving. Student with moderate mathematical ability are able to carry out the step of understanding the problem, devising a plan, carrying out the plan, however there are indicators that are not fulfilled at looking back’s step they are using the other way to solve the problem and make conclusion. Student with low mathematical ability can not show the adequacy of the data at understanding the problem’s step and can not carry out the steps of devising a plan, carrying out the plan and looking back.


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