Analysis of Mathematical Problem-Solving Abilities of Elementary School Students Based on Learning Interests and Gender
Article Sidebar
Page Numbers:
4463-4478
Digital Object Identifier:
10.58578/mikailalsys.v4i3.11530
Viewed: 40 times
Downloaded: 21 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:Darojatun Nasihah1*, Hesti Yunitiara Rizqi2
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Mathematical problem-solving is a fundamental competence in elementary mathematics because students must not only obtain correct answers but also understand problems, formulate appropriate strategies, execute solution procedures, and evaluate their results. This study aimed to analyze the mathematical problem-solving abilities of fourth-grade elementary school students according to learning interest and gender. A descriptive qualitative approach was employed involving 19 students, comprising 9 boys and 10 girls. Data were collected through a learning interest questionnaire, a mathematical problem-solving response questionnaire, written tests, semi-structured interviews, and documentation. Six students were purposively selected to represent high, moderate, and low learning interest categories across genders. Their problem-solving processes were examined using Polya’s four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. The findings showed that students with high learning interest successfully completed all four stages, whereas those with moderate learning interest demonstrated inconsistencies, particularly in implementing solution plans and reviewing their answers. Students with low learning interest experienced more extensive difficulties in devising plans, carrying out solutions, and verifying results. Gender did not reveal a consistent pattern of superiority because differences in performance occurred within each learning interest category. The study also identified discrepancies between students’ positive questionnaire responses and their actual written-test performance. These findings indicate that mathematical problem-solving ability is more closely associated with learning interest and individual problem-solving processes than with gender alone. This study contributes to elementary mathematics education by emphasizing the need for instructional strategies that strengthen students’ learning interest, provide structured support across Polya’s problem-solving stages, and accommodate individual differences in problem-solving performance.
Citation Metrics:
Downloads
Citation Metrics & Similar Scopus Articles
-
Boyjanov N.I. (2027)Mathematical analysis of the linear increase in SiO2 content during the activation of Navbakhor alkaline bentonite with hydrochloric acidKompleksnoe Ispolzovanie Mineralnogo Syra, 342(3), 90-99
-
Toshov J.B. (2027)Comparative Analysis of Mathematical Models of Drilling in Heterogeneous Geological SectionsKompleksnoe Ispolzovanie Mineralnogo Syra, 341(2), 60-70
-
Irawati R. (2027)Enhancing accounting students’ writing performance through problem-based learning: Evidence from a vocational higher education contextMultidisciplinary Science Journal, 9(1)
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Alifiani, A. A., & Rizqi, H. Y. (2025). Efektivitas Pembelajaran Team Games Tournament Berbantuan ULTADU terhadap Kemampuan Pemecahan Masalah Siswa Kelas V. JANACITTA, 8(1), 27–33. https://doi.org/10.35473/janacitta.v8i1.3828
Anggraini, V., Delyana, H., & Sari, I. K. (2022). Analisis Kemampuan Pemecahan Masalah Matematis Ditinjau dari Minat Belajar Siswa. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(2), 1231–1240. https://doi.org/10.24127/ajpm.v11i2.5034
Cahyadi, M. R., Ariansyah, F., & Santiago, P. V. da S. (2023). Analysis of using pattern-finding strategies skills in mathematical problem solving viewed from gender differences. Delta-Phi: Jurnal Pendidikan Matematika, 1(1), 6–10. https://doi.org/10.61650/dpjpm.v1i1.19
Farokhah, L., Juita, D. N., Sari, V. P., Zulfadhli, M., & Dulyapit, A. (2026). Exploring students’ problem-solving skills reviewed from gender perspective in elementary school. Pedagogik Journal of Islamic Elementary School, 9(1), 68–87. https://doi.org/10.24256/pijies.v9i1.9456
Fitriani, E. (2025). The effectiveness of Polya’s problem-solving strategy in enhancing mathematical word problem comprehension among fifth-grade students. Jurnal Penelitian Ilmu Pendidikan, 18(2), 181–192. https://doi.org/10.21831/jpip.v18i2.93790
Hidayah, R. N., & Murti, R. C. (2025). Evaluating mathematical problem-solving skills in primary school students: Challenges and insights from Polya’s framework. AL-ISHLAH: Jurnal Pendidikan, 17(3), 4984–4993. https://doi.org/10.35445/alishlah.v17i3.6534
Khaerunisah, E. E., & Rini, Z. R. (2024). Pengaruh Model Pembelajaran Team Games Tournament Berbantuan Media Papan Diagram (PADI) terhadap Kemampuan Pemecahan Masalah Siswa Kelas V. Trihayu: Jurnal Pendidikan Ke-SD-an, 10(2), 109–118. https://doi.org/10.30738/trihayu.v10i2.15712
OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Peratiwi, N. C., & Adzima, K. R. (2024). Pengaruh Minat Belajar terhadap Kemampuan Pemecahan Masalah Matematis pada Siswa Kelas IV Sekolah Dasar. Edukasi Tematik: Jurnal Pendidikan Sekolah Dasar, 5(1), 1–17. https://doi.org/10.59632/edukasitematik.v5i1.443
Permatasari, I., & Amir, M. F. (2023). Elementary school students’ strategies for solving area measurement problems. AKSIOMA: Jurnal Matematika dan Pendidikan Matematika, 14(2), 293–304. https://doi.org/10.26877/aks.v14i2.15524
Prantauwati, K., Syaiful, S., & Maison, M. (2021). Pengaruh Lingkungan Belajar dan Minat Belajar terhadap Hasil Belajar Matematika Siswa Kelas VII Semester Genap SMPN 3 Tungkal Ulu di Masa Pandemi COVID-19. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(3), 3061–3068. https://doi.org/10.31004/cendekia.v5i3.994
Putra, L. V., Sukestiyarno, Y. L., Masrukan, Widodo, J., & Purwanti, K. Y. (2023). Perbedaan Kemampuan Pemecahan Masalah Matematika dengan Model Pembelajaran Scaffolding dalam Lingkungan Belajar Numerasi. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(6), 7141–7148. https://doi.org/10.31004/obsesi.v7i6.5597
Putri, Y. P., & Adirakasiwi, A. G. (2021). Analisis Minat Belajar Siswa Kelas X SMA At-Taubah pada Materi SPLTV dengan Metode Pembelajaran Daring. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(3), 2934–2940. https://doi.org/10.31004/cendekia.v5i3.987
Riyadi, R., Syarifah, T. J., & Nikmaturrohmah, P. (2021). Profile of students’ problem-solving skills viewed from Polya’s four-steps approach and elementary school students. European Journal of Educational Research, 10(4), 1625–1638. https://doi.org/10.12973/eu-jer.10.4.1625
Rizqi, H. Y., & Hawa, A. M. (2023). The effectiveness of ethnomathematics-based contextual teaching and learning (CTL) on the mathematical communication skills of elementary school students. Jurnal Pendidikan & Pengajaran (JUPE2), 1(1), 69–78. https://doi.org/10.54832/jupe2.v1i1.94
Rizqi, H. Y., & Putra, L. V. (2023). Kemampuan Pemecahan Masalah Ditinjau dari Intelligence Quotient (IQ) pada Pembelajaran Berbasis Games Berbantuan Math Master. Jurnal Educhild: Pendidikan dan Sosial, 12(2), 138–143. https://doi.org/10.33578/jpsbe.v12i2.7874
Rizqi, H. Y., Rini, Z. R., & Mujiyono, S. (2024). Pelatihan Pembuatan Aplikasi Game Edukasi Menggunakan MIT App Inventor bagi Guru. Jurnal Masyarakat Madani Indonesia, 3(3), 291–296. https://doi.org/10.59025/nfsz9k17
Sagita, D. K., Ermawati, D., & Riswari, L. A. (2023). Kemampuan Pemecahan Masalah Matematis Siswa Sekolah Dasar. Jurnal Educatio FKIP UNMA, 9(2), 431–439. https://doi.org/10.31949/educatio.v9i2.4609
Setiawati, T. A., & Rizqi, H. Y. (2025). The effect of problem-based learning assisted by Spin Happy media on students’ conceptual understanding. Jurnal PAJAR (Pendidikan dan Pengajaran), 9(2), 280–287. https://doi.org/10.33578/pjr.v9i2.10206
Setyawati, M., Muthi, A., Enkas, M. D., Afifah, H. R., Luklua, A. I., & Normalasari, R. (2024). Analisis Kemampuan Pemecahan Masalah Matematika Siswa Ditinjau dari Keaktifan Siswa Bertanya. EQUALS: Jurnal Ilmiah Pendidikan Matematika, 7(1), 16–28. https://doi.org/10.46918/equals.v7i1.2062
Wahab, A., Kusumah, Y. S., Juandi, D., Turmudi, Buhaerah, & Syaiful. (2024). Understanding students’ struggles in solving mathematical problems: A systematic literature review using Polya’s framework. Jurnal Pendidikan Progresif, 14(3). https://doi.org/10.23960/jpp.v14.i3.2024118
Wijaya, T. T., Hidayat, W., Hermita, N., Alim, J. A., & Talib, C. A. (2024). Exploring contributing factors to PISA 2022 mathematics achievement: Insights from Indonesian teachers. Infinity Journal, 13(1), 139–156. https://doi.org/10.22460/infinity.v13i1.p139-156
Yuliati, I. (2021). Kemampuan Pemecahan Masalah Matematika Ditinjau dari Minat Belajar Peserta Didik. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(2), 1159–1168. https://doi.org/10.31004/cendekia.v5i2.547