Analysis of Fifth Grade Students' Mathematical Problem-Solving Skills in Whole-Number Operations Based on Polya's Stages

Abstract

This study aims to analyze the mathematical problem-solving abilities of fifth-grade
elementary school students in whole-number operations, using Polya's stages as a reference. This study
uses a qualitative descriptive method with data collection through problem-solving tests and interviews.
The tests were used to assess students' abilities across the four stages of Polya: understanding the
problem, planning the solution, implementing the plan, and checking the results. Meanwhile, interviews
were conducted with several students to explore their reasons for choosing the strategy, their thought
processes, and the difficulties they encountered while solving the problems. The research subjects
consisted of 34 fifth-grade students at a public elementary school in Cimahi City. The results showed
that the problem understanding stage had the highest percentage of 86.2% (high category), followed by
the planning stage with 71.8% (medium category). The stages of implementing the plan and checking
the results each reached 48.2% and 46.4% (low category). These results confirm that students can
understand the information in the questions but still experience difficulties applying strategies and
checking results, so it is necessary to strengthen learning in these two stages to optimize problem
solving skills.