Sitti Rahmah Tahir, Rezki Ramdani, Sukmayanty Arifin

DESCRIPTION OF MATHEMATICAL PROBLEM-SOLVING ABILITY REVIEWED FROM THE LEARNING READINESS OF GRADE VII STUDENTS OF UNISMUH MAKASSAR MIDDLE SCHOOL

Introduction

description of mathematical problem-solving ability reviewed from the learning readiness of grade vii students of unismuh makassar middle school. Explore how learning readiness impacts 7th-grade students' mathematical problem-solving abilities. This study reveals patterns across Polya's stages for low, medium, and high readiness levels.

Abstract

This study aims to: (1) describe the mathematical problem-solving ability in terms of the learning readiness of seventh-grade students of SMP Unismuh Makassar, (2) analyze how students with low, medium, and high learning readiness fulfill the four problem-solving indicators according to Polya (understanding the problem, making a plan, implementing the plan, and re-checking), and (3) identify the problem-solving stages that are most influenced by the level of learning readiness. This study uses a qualitative approach with a descriptive design. The data analysis technique uses the Miles and Huberman interactive model through three stages: data condensation, data presentation, and drawing conclusions. The results of the study show different patterns in problem-solving ability based on the level of learning readiness: (1) students in the low learning readiness category show limitations in three stages, only able to fulfill the indicator "making a plan" well, but not yet able to fulfill the indicators "understanding the problem," "implementing the plan," and "re-checking"; (2) students in the medium learning readiness category showed better abilities, able to fulfill three indicators ("making a plan," "implementing a plan," and "re-checking") well, although they were still not fully able to fulfill the "understanding the problem" indicator; (3) students in the high learning readiness category showed a unique pattern with strengths in the understanding and planning aspects, able to fulfill the "understanding the problem" and "making a plan" indicators well and correctly, but were not yet fully able to fulfill the "implementing a plan" and "re-checking" indicators.

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