PROFILE OF OPEN-ENDED PROBLEM SOLVING BASED ON POLYA’S STEPS VIEWED FROM MATHEMATICAL ABILITY LEVEL OF JUNIOR HIGH SCHOOL STUDENTS

Abstract

Problem solving is one of several important abilities a student must have. Problem solving is a planned process that must
be done in order to get a certain solution of a problem that is not obtained immediately. One type of problem students
must solve is an open-ended problem. Open-ended problem solving for every student is certainly different from one
another. The level of mathematical ability of students is one of the factors that influence these differences. This type of
research is a qualitative descriptive with the purpose to describe the profile of open-ended problem solving based on
Polya’s steps viewed from mathematical ability level of junior high school students. Three students from grade VII are
the subjects in this research (one student having high mathematical ability, one student having moderate mathematical
ability, and one student having low mathematical ability). This research uses instruments mathematical ability test, openended problem solving test, and interview guidelines. The results showed there were differences in the open-ended
problem solving profile on students with high, moderate, and low mathematical ability. Student with high mathematical
ability can carry out all the steps of Polya’s problem solving. Student with moderate mathematical ability are able to carry
out the step of understanding the problem, devising a plan, carrying out the plan, however there are indicators that are not
fulfilled at looking back’s step they are using the other way to solve the problem and make conclusion. Student with low
mathematical ability can not show the adequacy of the data at understanding the problem’s step and can not carry out the
steps of devising a plan, carrying out the plan and looking back.