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Abstract
Mathematics education in Indonesia faces significant challenges, as reflected in the low performance of students in various international assessments. Traditional teaching methods, which are less interactive, are considered one of the key factors contributing to students' low problem-solving abilities in mathematics. This meta-analysis aims to evaluate the impact of Polya's heuristic model on students' mathematical learning outcomes and determine the extent to which this strategy can enhance students' learning abilities compared to conventional teaching methods. The study employs a meta-analytic approach, integrating data from 15 primary studies conducted between 2014 and 2023, and uses statistical analysis to calculate the average effect size of the implementation of Polya's heuristic model in mathematics education. The findings reveal a significant improvement in students' mathematical learning outcomes using Polya's heuristic model, with an average effect size of 1.13, categorized as "very high." The study suggests that the application of Polya's heuristic model is significantly more effective in enhancing students' mathematical learning outcomes than conventional teaching methods. The practical implication is that educators and policymakers in Indonesia could consider adopting this strategy in curricula and teacher training programs to improve the quality of mathematics education.
Keywords
Polya heuristic modelmathematics learning outcomesmeta-analysisProblem Solving
Article Details
How to Cite
Wahab A, A. ., Dasari, D., Juandi, D. ., & Syaiful. (2024). The Influence of the Use of Polya’s Heuristic Strategies on Students’ Mathematical Problem Solving: A Meta Analysis: Pengaruh Penggunan Strategi Heuristik Polya terhadap Pemecahan Masalah Matematis Siswa: Sebuah Meta-Analisis. Journal of Mathematics Learning Innovation, 3(2), 156–167. https://doi.org/10.35905/jmlipare.v3i2.10664
References
- Anugraheni, I. (2019). Pengaruh Pembelajaran Problem Solving Model Polya Terhadap Kemampuan Memecahkan Masalah Matematika Mahasiswa. Jurnal Pendidikan (Teori Dan Praktik), 4(1), 1. https://doi.org/10.26740/jp.v4n1.p1-6
Apryanti, H., Isamil, F., & Firtianti, Y. (2015). Penerapan Teknik Pemecahan Masalah Model Polya Terhadap Kemampuan Menyelesaikan Soal Cerita Matematika Pada Siswa Kelas Viii Smp Negeri 46 Palembang. Jurnal Pendidikan Matematika RAFA, 1(2), 224–243. http://jurnal.radenfatah.ac.id/index.php/jpmrafa/article/view/1232
Asman, N. E., & Ariani, Y. (2020). Model Polya Terhadap Hasil Belajar Soal Cerita Penjumlahan dan Pengurangan Pecahan Kelas V SD. Journal of Basic Education Studies, 3(2), 279–290.
Astuti, S. (2015). Pengembangan Perangkat Pembelajaran Berbasis Problem Solving Model Polya Dalam Peningkatan Keterampilan Berpikir Kritis Pokok Bahasan Barisan Bilangan Siswa Kelas IX SMP Negeri 3 Kota Probolinggo. Pancaran Pendidikan, 4(4), 149–162.
Ayustina, S., & Ahmad, S. (2020). Pengaruh Model Polya Terhadap Hasil Belajar Soal Cerita di Sekolah Dasar. Jurnal Pendidikan Tambusai, 4(3), 2768–2778. https://doi.org/10.31004/jptam.v4i3.772
Becker, B. J., & Thompson, C. G. (2023). Meta-analysis. In International Encyclopedia of Education(Fourth Edition) (pp. 842–859). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.10092-2
Dewi, R. (2013). Pengaruh Penerapan Strategi Heuristik Model Polya Terhadap Kemampuan Pemecahan Masalah Matematika Siswa SMP Negeri 2 Pekanbaru. UIN Suska Riau.
Djam’an, N., Mariana, N., & Simanjorang, M. M. (2023). Trends in Mathematics Education Research in Indonesia (pp. 163–175). Springer, Singapore. https://doi.org/10.1007/978-981-99-0643-7_8
Harinda, V. D., Tumalun, N. K., & Regar, V. E. (2023). Pengaruh Langkah Polya Terhadap Hasil Belajar Siswa dalam Menyelesaikan Soal Cerita Barisan dan Deret Geometri. Jurnal Cendekia : Jurnal Pendidikan Matematika, 7(3), 2349–2358. https://doi.org/10.31004/cendekia.v7i3.2572
Hattie, J. (2008). Visible Learning. In Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge. https://doi.org/10.4324/9780203887332
Juandi, D., Kusumah, Y. S., Tamur, M., Perbowo, K. S., & Wijaya, T. T. (2021). A meta-analysis of Geogebra software decade of assisted mathematics learning: what to learn and where to go? Heliyon, 7(5), e06953. https://doi.org/10.1016/j.heliyon.2021.e06953
Kartini, H. A., Ario, M., & Sari, R. N. (2020). Pengaruh Pendekatan Pembelajaran Problem Solving Model Polya terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas VIII SMP Muhammadiyah Rambah. Jurnal Pendidik Indonesia, 1(1), 17–24. https://doi.org/10.61291/jpi.v1i1.4
Kumar L, M. (2021). Meta-analysis as a research design – steps demystified for novice medical researchers: a brief review. Kerala Journal of Psychiatry, 34(2). https://doi.org/10.30834/KJP.34.2.2021.293
Nandang Mustafa, A. (2023). REFLECTION ON THE LATEST PISA RESULTS OF INDONESIA. International Journal of Advanced Research, 11(05), 1223–1228. https://doi.org/10.21474/IJAR01/16988
NCTM. (2020). Principles and standards for school mathematics. National Council of Teachers of Mathematics. https://www.nctm.org/standards
Nurkhaffah, P. S., & Mahmudi, A. (2018). Efektivitas Pembelajaran CTL Berbasis Pemecahan Masalah Model Polya Terhadap Kemampuan Pemecahan Masalah Siswa. Jurnal Pendidikan Matematika Dan Sains, 7(1), 1–12.
OECD. (2023). PISA 2022 Results (Volume I). OECD. https://doi.org/10.1787/53f23881-en
Polya, G. (1978). How to solve it: a new aspect of mathematical method second edition. In The Mathematical Gazette (Vol. 30, p. 181). http://www.jstor.org/stable/3609122?origin=crossref
Pratiwi Handayani, S., Rutami, M. R., & Ramlah. (2017). Pengaruh Pendekatan Problem SolvingModel Polya Terhadap KemampuanPemecahan Masalah Matematis Siswa Smp. Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika (SESIOMADIKA), 2000, 393–400.
Purwanti, Y. (2021). Penerapan Langkah Polya Dalam Menyelesaikan Soal Pemecahan Masalah Matematis Pada Siswa Kelas 3 Sdn 17 Lubuk Besar [Universitas Muhammadiyah Bangka
Putri, A. R., Masniladevi, & Desyandri. (2018). Pengaruh Penggunaan Metode Problem Solving Model Polya Terhadap Hasil Belajar Soal Cerita di Sekolah Dasar The Effect of Using Problem Solving Method with Polya Model to Students Learning Outcome About Narrative Story In Elementary School. E-Journal Pembelajaran Inovasi, Jurnal Ilmiah Pendidikan Dasar, 6(2), 19–32. http://ejournal.unp.ac.id/students/index.php/pgsd/article/view/5734/3012
Rosnawati, R. (2013). Kemampuan Penalaran Matematis Siswa SMP Indonesia pada TIMSS 2011. Prosiding Seminar Nasional Penelitian, Pendidikan Dan Penerapan MIPA, 1–6.
Schoenfeld, A. H. (1985). Mathematical Problem Solving. Academic Press. https://doi.org/10.1016/C2013-0-05012-8
Schoenfeld, A. H. (2016). Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint). Journal of Education, 196(2), 1–38. https://doi.org/10.1177/002205741619600202
Siswanto, S., & Yulaikah, Y. (2023). Implementation of Cognitive Learning Theory in Polya Learning to Improve Mathematical Problem Solving Ability. Jurnal Analisa, 9(1), 48–58. https://doi.org/10.15575/ja.v9i1.25026
Sitopu, J. W. (2023). Kemampuan Komunikasi Matematis Siswa Melalui Budaya Literasi Dan Numerasi Siswa. Pendas : Jurnal Ilmiah Pendidikan DasarPendidikan Dasar, 8(1), 356–363.
Valverde Riascos, Y. del S., Valverde Riascos, O. O., & Vallejo Ramirez, S. P. (2022). El Método Polya como estrategia pedagógica para la resolución de problemas matemáticos (RPM). Revista Científica Ecociencia, 9(5), 105–130. https://doi.org/10.21855/ecociencia.95.717
Wahab, A. (2022). Diagnosa Kesulitan Siswa Dalam Menyelesaikan Soal SPLTV Melalui Pemetaan Kognitif Berbasis Polya dan Upaya Mengatasi dengan Scaffolding. RAINSTEK : Jurnal Terapan Sains & Teknologi, 4(1), 1–14.
Wahab A, A., Buhaerah, B., Ahsan, M., & Busrah, Z. (2023). Mapping students’ thinking structure in solving PISA-like problems: Errors and defragmentation. Beta: Jurnal Tadris Matematika, 16(2). https://doi.org/10.20414/betajtm.v16i2.545
Wardhani, M. K., & Nduru, M. (2023). Method of learning through play to facilitate the activeness of kindergarten students. Jurnal Pendidikan Dasar Nusantara, 8(2), 250–262. https://doi.org/10.29407/jpdn.v8i2.19185
Wibisono, A. A. (2017). Perbedaan Efektivitas Penerapan Model Problem Solving Berbantuan Teori Polya Terhadap Kemampuan Pemecahan Soal Cerita Matematika Kelas Iv Sd Negeri Gugus Kanigoro Salatiga [Universitas Kristen Satya Wacana]. https://repository.uksw.edu/handle/123456789/15386
Wilanda Nata Karya, A. S. (2019). Pengaruh Penggunaan Metode Problem Solving Model Polya Terhadap Hasil Belajar Soal Cerita di Sekolah Dasar. E-Jurnal Inovasi Pembelajaran, 8, 182–195.
Wirawan, I. W. A., Sariyasa, & Ardana, I. M. (2019). Pengaruh penerapan model pembelajaran peningkatan kemampuan berpikir terhadap kemampuan pemecahan masalah matematika siswa kelas VIII SMP negeri 2 Sawan. Jurnal Pendidikan Dan Pembelajaran Matematika Indonesia, 7(2), 121–130. http://repository.unp.ac.id/3530/1/1_A_YENNY_MEIDIANA_54822_5527_2014.pdf
Yani, M. (2018). Pengaruh Strategi Heuristik Model Polya Terhadap Kemampuan Pemecahan masalah matematika Siswa Pada Pokok Bahasan Lingkaran di Kelas VII SMP IT Al Husnayain Panyabungan. Institut Agama Islam Negeri Padang Simpuan.
References
Anugraheni, I. (2019). Pengaruh Pembelajaran Problem Solving Model Polya Terhadap Kemampuan Memecahkan Masalah Matematika Mahasiswa. Jurnal Pendidikan (Teori Dan Praktik), 4(1), 1. https://doi.org/10.26740/jp.v4n1.p1-6
Apryanti, H., Isamil, F., & Firtianti, Y. (2015). Penerapan Teknik Pemecahan Masalah Model Polya Terhadap Kemampuan Menyelesaikan Soal Cerita Matematika Pada Siswa Kelas Viii Smp Negeri 46 Palembang. Jurnal Pendidikan Matematika RAFA, 1(2), 224–243. http://jurnal.radenfatah.ac.id/index.php/jpmrafa/article/view/1232
Asman, N. E., & Ariani, Y. (2020). Model Polya Terhadap Hasil Belajar Soal Cerita Penjumlahan dan Pengurangan Pecahan Kelas V SD. Journal of Basic Education Studies, 3(2), 279–290.
Astuti, S. (2015). Pengembangan Perangkat Pembelajaran Berbasis Problem Solving Model Polya Dalam Peningkatan Keterampilan Berpikir Kritis Pokok Bahasan Barisan Bilangan Siswa Kelas IX SMP Negeri 3 Kota Probolinggo. Pancaran Pendidikan, 4(4), 149–162.
Ayustina, S., & Ahmad, S. (2020). Pengaruh Model Polya Terhadap Hasil Belajar Soal Cerita di Sekolah Dasar. Jurnal Pendidikan Tambusai, 4(3), 2768–2778. https://doi.org/10.31004/jptam.v4i3.772
Becker, B. J., & Thompson, C. G. (2023). Meta-analysis. In International Encyclopedia of Education(Fourth Edition) (pp. 842–859). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.10092-2
Dewi, R. (2013). Pengaruh Penerapan Strategi Heuristik Model Polya Terhadap Kemampuan Pemecahan Masalah Matematika Siswa SMP Negeri 2 Pekanbaru. UIN Suska Riau.
Djam’an, N., Mariana, N., & Simanjorang, M. M. (2023). Trends in Mathematics Education Research in Indonesia (pp. 163–175). Springer, Singapore. https://doi.org/10.1007/978-981-99-0643-7_8
Harinda, V. D., Tumalun, N. K., & Regar, V. E. (2023). Pengaruh Langkah Polya Terhadap Hasil Belajar Siswa dalam Menyelesaikan Soal Cerita Barisan dan Deret Geometri. Jurnal Cendekia : Jurnal Pendidikan Matematika, 7(3), 2349–2358. https://doi.org/10.31004/cendekia.v7i3.2572
Hattie, J. (2008). Visible Learning. In Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge. https://doi.org/10.4324/9780203887332
Juandi, D., Kusumah, Y. S., Tamur, M., Perbowo, K. S., & Wijaya, T. T. (2021). A meta-analysis of Geogebra software decade of assisted mathematics learning: what to learn and where to go? Heliyon, 7(5), e06953. https://doi.org/10.1016/j.heliyon.2021.e06953
Kartini, H. A., Ario, M., & Sari, R. N. (2020). Pengaruh Pendekatan Pembelajaran Problem Solving Model Polya terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas VIII SMP Muhammadiyah Rambah. Jurnal Pendidik Indonesia, 1(1), 17–24. https://doi.org/10.61291/jpi.v1i1.4
Kumar L, M. (2021). Meta-analysis as a research design – steps demystified for novice medical researchers: a brief review. Kerala Journal of Psychiatry, 34(2). https://doi.org/10.30834/KJP.34.2.2021.293
Nandang Mustafa, A. (2023). REFLECTION ON THE LATEST PISA RESULTS OF INDONESIA. International Journal of Advanced Research, 11(05), 1223–1228. https://doi.org/10.21474/IJAR01/16988
NCTM. (2020). Principles and standards for school mathematics. National Council of Teachers of Mathematics. https://www.nctm.org/standards
Nurkhaffah, P. S., & Mahmudi, A. (2018). Efektivitas Pembelajaran CTL Berbasis Pemecahan Masalah Model Polya Terhadap Kemampuan Pemecahan Masalah Siswa. Jurnal Pendidikan Matematika Dan Sains, 7(1), 1–12.
OECD. (2023). PISA 2022 Results (Volume I). OECD. https://doi.org/10.1787/53f23881-en
Polya, G. (1978). How to solve it: a new aspect of mathematical method second edition. In The Mathematical Gazette (Vol. 30, p. 181). http://www.jstor.org/stable/3609122?origin=crossref
Pratiwi Handayani, S., Rutami, M. R., & Ramlah. (2017). Pengaruh Pendekatan Problem SolvingModel Polya Terhadap KemampuanPemecahan Masalah Matematis Siswa Smp. Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika (SESIOMADIKA), 2000, 393–400.
Purwanti, Y. (2021). Penerapan Langkah Polya Dalam Menyelesaikan Soal Pemecahan Masalah Matematis Pada Siswa Kelas 3 Sdn 17 Lubuk Besar [Universitas Muhammadiyah Bangka
Putri, A. R., Masniladevi, & Desyandri. (2018). Pengaruh Penggunaan Metode Problem Solving Model Polya Terhadap Hasil Belajar Soal Cerita di Sekolah Dasar The Effect of Using Problem Solving Method with Polya Model to Students Learning Outcome About Narrative Story In Elementary School. E-Journal Pembelajaran Inovasi, Jurnal Ilmiah Pendidikan Dasar, 6(2), 19–32. http://ejournal.unp.ac.id/students/index.php/pgsd/article/view/5734/3012
Rosnawati, R. (2013). Kemampuan Penalaran Matematis Siswa SMP Indonesia pada TIMSS 2011. Prosiding Seminar Nasional Penelitian, Pendidikan Dan Penerapan MIPA, 1–6.
Schoenfeld, A. H. (1985). Mathematical Problem Solving. Academic Press. https://doi.org/10.1016/C2013-0-05012-8
Schoenfeld, A. H. (2016). Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint). Journal of Education, 196(2), 1–38. https://doi.org/10.1177/002205741619600202
Siswanto, S., & Yulaikah, Y. (2023). Implementation of Cognitive Learning Theory in Polya Learning to Improve Mathematical Problem Solving Ability. Jurnal Analisa, 9(1), 48–58. https://doi.org/10.15575/ja.v9i1.25026
Sitopu, J. W. (2023). Kemampuan Komunikasi Matematis Siswa Melalui Budaya Literasi Dan Numerasi Siswa. Pendas : Jurnal Ilmiah Pendidikan DasarPendidikan Dasar, 8(1), 356–363.
Valverde Riascos, Y. del S., Valverde Riascos, O. O., & Vallejo Ramirez, S. P. (2022). El Método Polya como estrategia pedagógica para la resolución de problemas matemáticos (RPM). Revista Científica Ecociencia, 9(5), 105–130. https://doi.org/10.21855/ecociencia.95.717
Wahab, A. (2022). Diagnosa Kesulitan Siswa Dalam Menyelesaikan Soal SPLTV Melalui Pemetaan Kognitif Berbasis Polya dan Upaya Mengatasi dengan Scaffolding. RAINSTEK : Jurnal Terapan Sains & Teknologi, 4(1), 1–14.
Wahab A, A., Buhaerah, B., Ahsan, M., & Busrah, Z. (2023). Mapping students’ thinking structure in solving PISA-like problems: Errors and defragmentation. Beta: Jurnal Tadris Matematika, 16(2). https://doi.org/10.20414/betajtm.v16i2.545
Wardhani, M. K., & Nduru, M. (2023). Method of learning through play to facilitate the activeness of kindergarten students. Jurnal Pendidikan Dasar Nusantara, 8(2), 250–262. https://doi.org/10.29407/jpdn.v8i2.19185
Wibisono, A. A. (2017). Perbedaan Efektivitas Penerapan Model Problem Solving Berbantuan Teori Polya Terhadap Kemampuan Pemecahan Soal Cerita Matematika Kelas Iv Sd Negeri Gugus Kanigoro Salatiga [Universitas Kristen Satya Wacana]. https://repository.uksw.edu/handle/123456789/15386
Wilanda Nata Karya, A. S. (2019). Pengaruh Penggunaan Metode Problem Solving Model Polya Terhadap Hasil Belajar Soal Cerita di Sekolah Dasar. E-Jurnal Inovasi Pembelajaran, 8, 182–195.
Wirawan, I. W. A., Sariyasa, & Ardana, I. M. (2019). Pengaruh penerapan model pembelajaran peningkatan kemampuan berpikir terhadap kemampuan pemecahan masalah matematika siswa kelas VIII SMP negeri 2 Sawan. Jurnal Pendidikan Dan Pembelajaran Matematika Indonesia, 7(2), 121–130. http://repository.unp.ac.id/3530/1/1_A_YENNY_MEIDIANA_54822_5527_2014.pdf
Yani, M. (2018). Pengaruh Strategi Heuristik Model Polya Terhadap Kemampuan Pemecahan masalah matematika Siswa Pada Pokok Bahasan Lingkaran di Kelas VII SMP IT Al Husnayain Panyabungan. Institut Agama Islam Negeri Padang Simpuan.
Apryanti, H., Isamil, F., & Firtianti, Y. (2015). Penerapan Teknik Pemecahan Masalah Model Polya Terhadap Kemampuan Menyelesaikan Soal Cerita Matematika Pada Siswa Kelas Viii Smp Negeri 46 Palembang. Jurnal Pendidikan Matematika RAFA, 1(2), 224–243. http://jurnal.radenfatah.ac.id/index.php/jpmrafa/article/view/1232
Asman, N. E., & Ariani, Y. (2020). Model Polya Terhadap Hasil Belajar Soal Cerita Penjumlahan dan Pengurangan Pecahan Kelas V SD. Journal of Basic Education Studies, 3(2), 279–290.
Astuti, S. (2015). Pengembangan Perangkat Pembelajaran Berbasis Problem Solving Model Polya Dalam Peningkatan Keterampilan Berpikir Kritis Pokok Bahasan Barisan Bilangan Siswa Kelas IX SMP Negeri 3 Kota Probolinggo. Pancaran Pendidikan, 4(4), 149–162.
Ayustina, S., & Ahmad, S. (2020). Pengaruh Model Polya Terhadap Hasil Belajar Soal Cerita di Sekolah Dasar. Jurnal Pendidikan Tambusai, 4(3), 2768–2778. https://doi.org/10.31004/jptam.v4i3.772
Becker, B. J., & Thompson, C. G. (2023). Meta-analysis. In International Encyclopedia of Education(Fourth Edition) (pp. 842–859). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.10092-2
Dewi, R. (2013). Pengaruh Penerapan Strategi Heuristik Model Polya Terhadap Kemampuan Pemecahan Masalah Matematika Siswa SMP Negeri 2 Pekanbaru. UIN Suska Riau.
Djam’an, N., Mariana, N., & Simanjorang, M. M. (2023). Trends in Mathematics Education Research in Indonesia (pp. 163–175). Springer, Singapore. https://doi.org/10.1007/978-981-99-0643-7_8
Harinda, V. D., Tumalun, N. K., & Regar, V. E. (2023). Pengaruh Langkah Polya Terhadap Hasil Belajar Siswa dalam Menyelesaikan Soal Cerita Barisan dan Deret Geometri. Jurnal Cendekia : Jurnal Pendidikan Matematika, 7(3), 2349–2358. https://doi.org/10.31004/cendekia.v7i3.2572
Hattie, J. (2008). Visible Learning. In Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge. https://doi.org/10.4324/9780203887332
Juandi, D., Kusumah, Y. S., Tamur, M., Perbowo, K. S., & Wijaya, T. T. (2021). A meta-analysis of Geogebra software decade of assisted mathematics learning: what to learn and where to go? Heliyon, 7(5), e06953. https://doi.org/10.1016/j.heliyon.2021.e06953
Kartini, H. A., Ario, M., & Sari, R. N. (2020). Pengaruh Pendekatan Pembelajaran Problem Solving Model Polya terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas VIII SMP Muhammadiyah Rambah. Jurnal Pendidik Indonesia, 1(1), 17–24. https://doi.org/10.61291/jpi.v1i1.4
Kumar L, M. (2021). Meta-analysis as a research design – steps demystified for novice medical researchers: a brief review. Kerala Journal of Psychiatry, 34(2). https://doi.org/10.30834/KJP.34.2.2021.293
Nandang Mustafa, A. (2023). REFLECTION ON THE LATEST PISA RESULTS OF INDONESIA. International Journal of Advanced Research, 11(05), 1223–1228. https://doi.org/10.21474/IJAR01/16988
NCTM. (2020). Principles and standards for school mathematics. National Council of Teachers of Mathematics. https://www.nctm.org/standards
Nurkhaffah, P. S., & Mahmudi, A. (2018). Efektivitas Pembelajaran CTL Berbasis Pemecahan Masalah Model Polya Terhadap Kemampuan Pemecahan Masalah Siswa. Jurnal Pendidikan Matematika Dan Sains, 7(1), 1–12.
OECD. (2023). PISA 2022 Results (Volume I). OECD. https://doi.org/10.1787/53f23881-en
Polya, G. (1978). How to solve it: a new aspect of mathematical method second edition. In The Mathematical Gazette (Vol. 30, p. 181). http://www.jstor.org/stable/3609122?origin=crossref
Pratiwi Handayani, S., Rutami, M. R., & Ramlah. (2017). Pengaruh Pendekatan Problem SolvingModel Polya Terhadap KemampuanPemecahan Masalah Matematis Siswa Smp. Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika (SESIOMADIKA), 2000, 393–400.
Purwanti, Y. (2021). Penerapan Langkah Polya Dalam Menyelesaikan Soal Pemecahan Masalah Matematis Pada Siswa Kelas 3 Sdn 17 Lubuk Besar [Universitas Muhammadiyah Bangka
Putri, A. R., Masniladevi, & Desyandri. (2018). Pengaruh Penggunaan Metode Problem Solving Model Polya Terhadap Hasil Belajar Soal Cerita di Sekolah Dasar The Effect of Using Problem Solving Method with Polya Model to Students Learning Outcome About Narrative Story In Elementary School. E-Journal Pembelajaran Inovasi, Jurnal Ilmiah Pendidikan Dasar, 6(2), 19–32. http://ejournal.unp.ac.id/students/index.php/pgsd/article/view/5734/3012
Rosnawati, R. (2013). Kemampuan Penalaran Matematis Siswa SMP Indonesia pada TIMSS 2011. Prosiding Seminar Nasional Penelitian, Pendidikan Dan Penerapan MIPA, 1–6.
Schoenfeld, A. H. (1985). Mathematical Problem Solving. Academic Press. https://doi.org/10.1016/C2013-0-05012-8
Schoenfeld, A. H. (2016). Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint). Journal of Education, 196(2), 1–38. https://doi.org/10.1177/002205741619600202
Siswanto, S., & Yulaikah, Y. (2023). Implementation of Cognitive Learning Theory in Polya Learning to Improve Mathematical Problem Solving Ability. Jurnal Analisa, 9(1), 48–58. https://doi.org/10.15575/ja.v9i1.25026
Sitopu, J. W. (2023). Kemampuan Komunikasi Matematis Siswa Melalui Budaya Literasi Dan Numerasi Siswa. Pendas : Jurnal Ilmiah Pendidikan DasarPendidikan Dasar, 8(1), 356–363.
Valverde Riascos, Y. del S., Valverde Riascos, O. O., & Vallejo Ramirez, S. P. (2022). El Método Polya como estrategia pedagógica para la resolución de problemas matemáticos (RPM). Revista Científica Ecociencia, 9(5), 105–130. https://doi.org/10.21855/ecociencia.95.717
Wahab, A. (2022). Diagnosa Kesulitan Siswa Dalam Menyelesaikan Soal SPLTV Melalui Pemetaan Kognitif Berbasis Polya dan Upaya Mengatasi dengan Scaffolding. RAINSTEK : Jurnal Terapan Sains & Teknologi, 4(1), 1–14.
Wahab A, A., Buhaerah, B., Ahsan, M., & Busrah, Z. (2023). Mapping students’ thinking structure in solving PISA-like problems: Errors and defragmentation. Beta: Jurnal Tadris Matematika, 16(2). https://doi.org/10.20414/betajtm.v16i2.545
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