Mathematical Problem Solving Ability Analysis of Elementary School Teacher Students: Problem Fraction Case I F Apriani*, T Turmudi, Al Jupri, and E Syaodih
Universitas Pendidikan Indonesia
Abstract
The ability to solve mathematical problems needs to be mastered by prospective elementary school teachers. To understand their mastery, this study aims at analyzing this issue especially on the concept of fractions based on Polya^s steps. This research employs a descriptive qualitative approach which involves 12 elementary school teacher candidates who were tested for their problem-solving abilities on the topic of fractions for 60 minutes. The results of this study indicate that: (1) students are able to understand information related to questions, (2) most students are less able to plan appropriate completion plans, (3) most students complete solutions based on inappropriate strategies, (4) students rarely recheck the steps for solving the problem. These indicates that they rarely operate problem-solving skills so it can be concluded that their mathematical problem-solving abilities are still low.
Keywords: problem solving ability, elementary school teacher candidate students, fractions, Polya steps
