Paradoks literasi matematika: analisis kegagalan implementasi langkah polya pada masalah berstandar TIMSS
Abstract
Purpose: This study dissects TIMSS-based mathematical literacy difficulties in Relation and Function topics using Polya’s framework to bridge the gap between global standards and students' cognitive realities. Design/methodology/approach: Employing a descriptive qualitative design, data were gathered from 21 tenth-grade students through problem-solving tests and in-depth interviews, then analyzed to map difficulty profiles across varying ability levels. Findings: Results reveal stratified obstacles: high-ability students struggle with accuracy; middle-ability with strategic maturity; while low-ability students face systemic failure across all Polya stages due to weak fundamental concepts and poor time management. This confirms that literacy barriers are rooted in metacognitive failures during solution evaluation. Practical implications: These findings advocate for differentiated learning and systematic heuristic training to accommodate diverse cognitive profiles in meeting international assessment standards. Originality/value: This study offers a specific diagnostic on Relation and Function topics within a madrasah context, enriching the literature on mapping mathematical literacy barriers contextualized against global TIMSS indicators.
Purpose: Penelitian ini membedah kesulitan literasi matematika berstandar TIMSS pada materi Relasi dan Fungsi menggunakan kerangka Polya guna menjembatani celah antara standar global dan realitas kognitif peserta didik. Design/methodology/approach: Melalui desain deskriptif kualitatif, data dikumpulkan dari 21 siswa kelas X melalui tes pemecahan masalah dan wawancara mendalam, lalu dianalisis secara sistematis untuk memetakan profil kesulitan berdasarkan tingkat kemampuan.Findings: Temuan menunjukkan stratifikasi hambatan: siswa berkemampuan tinggi terkendala akurasi; kategori sedang terhambat pada maturitas strategi; sementara kategori rendah mengalami kegagalan sistemik di seluruh tahap Polya akibat lemahnya konsep fundamental dan manajemen waktu. Ini mengonfirmasi bahwa kesulitan literasi berakar pada hambatan metakognitif dalam mengevaluasi solusi. Practical implications: Hasil ini merekomendasikan implementasi pembelajaran berdiferensiasi (differentiated learning) dan penguatan prosedur heuristik untuk mengakomodasi keberagaman profil kognitif siswa dalam menghadapi penilaian internasional. Originality/value: Studi ini memberikan diagnosa spesifik pada materi Relasi dan Fungsi dalam konteks madrasah, memperkaya literatur pemetaan hambatan literasi matematika yang dikontekstualisasikan langsung dengan indikator global TIMSS.
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References
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https://doi.org/10.31331/medivesveteran.v6i1.1936
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https://doi.org/10.52760/ijerd.v4i1.53
Barana, A., Boetti, G., & Marchisio, M. (2022). Self-assessment in the development of mathematical problem-solving skills. Education Sciences, 12(2). https://doi.org/10.3390/educsci12020081
https://doi.org/10.3390/educsci12020081
Da Silva-Sauer, L., Costa-Fernandes, M., de Oliveira Ferreira, B., & Fernández-Calvo, B. (2025). Resilience and mental health in community-dwelling older adults: Testing the moderation model of physical activity and religiosity. Applied Research in Quality of Life, 1257-1272. https://doi.org/10.1007/s11858-025-01685-0
https://doi.org/10.1007/s11858-025-01685-0
De-Armas-González, P., Perdomo-Díaz, J., & Sosa-Martín, D. (2023). Peer assessment processes in a problem-solving activity with future teachers. Eurasia Journal of Mathematics, Science and Technology Education, 19(4), em2245. https://doi.org/10.29333/ejmste/13057
https://doi.org/10.29333/ejmste/13057
Dewi, N. R., & Maulida, N. F. (2023). The development of STEM-nuanced mathematics teaching materials to enhance students' mathematical literacy ability through information and communication technology-assisted preprospec learning model. International Journal of Educational Methodology, 9(2), 409-421. https://doi.org/10.12973/IJEM.9.2.409
https://doi.org/10.12973/ijem.9.2.409
Federiakin, D. A., Larina, G. S., & Kardanova, E. Y. (2021). Measuring basic mathematical literacy in elementary school. Voprosy Obrazovaniya / Educational Studies Moscow, 2021(2), 199-226. https://doi.org/10.17323/1814-9545-2021-2-199-226
https://doi.org/10.17323/1814-9545-2021-2-199-226
Fitra, R. Y., Munzir, S., & Ansari, B. I. (2023). The student involvement in view of mathematical problem solving ability. International Journal of Trends in Mathematics Education Research, 6(2), 131-137. https://doi.org/10.33122/ijtmer.v6i2.221
https://doi.org/10.33122/ijtmer.v6i2.221
Fitriyana, D., & Sutirna. (2022). Analisis kemampuan pemecahan masalah matematis siswa kelas VII pada materi himpunan. Jurnal Educatio FKIP UNMA, 8(2), 512-520. https://doi.org/10.31949/educatio.v8i2.1990
https://doi.org/10.31949/educatio.v8i2.1990
Halawati, F. (2023). Analisis kemampuan siswa dalam menyelesaikan soal pemecahan masalah matematis. Linear: Jurnal Ilmu Pendidikan, 7(1), 15-29. https://doi.org/10.53090/jlinear.v7i1.378
https://doi.org/10.53090/jlinear.v7i1.378
Ike, F., & Suhendri, H. (2021). Analisis kemampuan pemahaman konsep matematis siswa kelas V pada materi kubus dan balok. International Journal of Progressive Mathematics Education, 1(2), 161-183. https://doi.org/10.22236/ijopme.v1i2.7308
https://doi.org/10.22236/ijopme.v1i2.7308
Madzkiyah, A. F., & Arifin, S. (2024). Students' problem-solving skills based on Polya's stages. Indonesian Journal of Mathematics Education, 7(2), 92-100. https://doi.org/10.31002/ijome.v7i2.2648
Mendrofa, A. S., & Mendrofa, N. (2023). Analysis of student difficulties in learning mathematics in class VIII students at SMP Negeri 2 Hiliduho academic year 2021/2022. Formosa Journal of Applied Sciences, 2(9), 2057-2068. https://doi.org/10.55927/fjas.v2i9.5887
https://doi.org/10.55927/fjas.v2i9.5887
Nasution, D. A., Wahidah, K., & Putri, A. E. (2025). Analisis kemampuan pemahaman konsep matematis siswa pada materi pertidaksamaan linear satu variabel di kelas VIII MTsN 2 Medan. SCIENCE: Jurnal Inovasi Pendidikan Matematika Dan IPA, 5(4), 1980-1988. https://doi.org/10.51878/science.v5i4.7605
https://doi.org/10.51878/science.v5i4.7605
Nurhalisa, T., Azizah, I. I., Tsania, F. Q. P., & Warli. (2022). Exploration of mathematics problem solving processes of junior high school students with different levels of logical thinking ability. Indonesian Journal of Science and Mathematics Education, 5(2), 156-168. https://doi.org/10.24042/ijsme.v5i2.11182
https://doi.org/10.24042/ijsme.v5i2.11182
Nurhaliza, T. N., & Maulani, H. (2025). Assessment as learning dalam evaluasi reflektif pembelajaran qirā'ah di madrasah ibtidaiyah. APHORISME: Journal of Arabic Language, Literature, and Education, 6(2), 290-308. https://doi.org/10.37680/aphorisme.v6i2.8573
https://doi.org/10.37680/aphorisme.v6i2.8573
Pepin, B., Kohanová, I., & Lada, M. (2025). Developing pre-service teachers' capacity for lesson planning with the support of curriculum resources. ZDM - Mathematics Education. https://doi.org/10.1007/s11858-025-01685-0
https://doi.org/10.1007/s11858-025-01685-0
Prastiwi, S., & Mampouw, H. L. (2022). Profil kemampuan kognitif siswa SMP berkemampuan matematika tinggi pada materi luas gabungan berdasarkan domain TIMSS. Jurnal Pendidikan Matematika, 8(1), 47-60. https://doi.org/10.33474/jpm.v8i1.14066
https://doi.org/10.33474/jpm.v8i1.14066
Pratiwi, S. A., & Widjajanti, D. B. (2020). Contextual problem in mathematical problem solving: Core ability in Realistic Mathematics Education. Journal of Physics: Conference Series, 1613(1). https://doi.org/10.1088/1742-6596/1613/1/012018
https://doi.org/10.1088/1742-6596/1613/1/012018
Putra, H. D., Setiawan, W., & Afrilianto, M. (2020). Indonesian high scholar difficulties in learning mathematics. International Journal of Scientific and Technology Research, 9(1), 3466-3471.
Putri, S. M. S., & Putri, R. K. (2022). Profil pemecahan masalah matematika berdasarkan teori Polya ditinjau dari kemampuan matematika siswa. Jurnal Cendekia: Jurnal Pendidikan Matematika, 6(2), 1776-1787. https://doi.org/10.31004/cendekia.v6i2.1090
https://doi.org/10.31004/cendekia.v6i2.1090
Rahma, T. T., & Sutarni, S. (2023). Kemampuan pemecahan masalah matematika realistik dengan langkah Polya pada siswa SMP. Jurnal Cendekia: Jurnal Pendidikan Matematika, 7(2), 1416-1426.
https://doi.org/10.31004/cendekia.v7i2.2406
Ramalia, T., Muchlis, E. E., Susanto, E., & Cheng, A. Y. (2024). Exploration of students' abilities in solving mathematical literacy problems on geometry material using Polya's steps. International Journal of Geometry Research and Inventions in Education, 1(2), 83-93. https://doi.org/10.56855/gradient.v1i2.1269
https://doi.org/10.56855/gradient.v1i2.1269
Refina, E. (2020). Analisis kemampuan berpikir tingkat tinggi siswa dalam pemecahan masalah matematika. Ekuivalen: Pendidikan Matematika, 48(1), 9-17. https://doi.org/10.37729/ekuivalen.v48i1.8601
Sari, P. S., Annisah, S., & Reihani, T. S. (2025). Polya approach in practice: Analysis of PGMI students' mathematics problem-solving skills. Jurnal Cakrawala Pendas, 11(1), 141-159.
Schoenfeld, A. H. (2020). Mathematical practices, in theory and practice. ZDM - Mathematics Education, 52(6), 1163-1175. https://doi.org/10.1007/s11858-020-01162-w
https://doi.org/10.1007/s11858-020-01162-w
Shao, J., Nazleen, S., Rabu, A., & Chen, C. (2025). The impact of gamified interactive e-books incorporating metacognitive reading strategies on Chinese elementary students' mathematical reading comprehension, word problem-solving performance, and general reading motivation. Education and Information Technologies, 22893-22929.
https://doi.org/10.1007/s10639-025-13660-z
Siregar, E., Sutiarso, S., & Yusuf, Z. (2020). Analysis of students' mathematical literacy ability in algebraic concepts based on Trends in International Mathematics and Science Study (TIMSS) problems. Technium Social Sciences Journal, 6, 101-105. https://doi.org/10.47577/tssj.v21i1.3904
https://doi.org/10.47577/tssj.v21i1.3904
Siregar, E., Sutiarso, S., & Yusuf, Z. (2021). Analysis of students' mathematical literacy ability in algebraic concepts based on Trends in International Mathematics and Science Study (TIMSS) problems. Technium Social Sciences Journal, 21(1), 381-392. https://doi.org/10.47577/tssj.v21i1.3904
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Authors
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