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Fitri Apriani, I., ., T., Jupri, A., & Wulan Syaodih, E. (2024). The Analysis of Mathematical Problem-solving Ability of Elementary School Teacher Candidate: Fraction Case. KnE Social Sciences, 9(13), 596–604. https://doi.org/10.18502/kss.v9i13.15963

https://doi.org/10.18502/kss.v9i13.15963

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authors

  • Ika Fitri Apriani

    Ika Fitri Apriani

    Department of Primary Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154Indonesia
  • Turmudi .

    Turmudi .

    Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
  • Al Jupri

    Al Jupri

    Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
  • Erna Wulan Syaodih

    Erna Wulan Syaodih

    Department of Primary Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154Indonesia

Published Date

  • Apr 26, 2024

The Analysis of Mathematical Problem-solving Ability of Elementary School Teacher Candidate: Fraction Case

KnE Social Sciences / International Conference on Mathematics and Science Education (ICMScE 2022): Learning Models and Teaching Approaches / Pages 596–604

Abstract

It is important for school students as well as elementary school teacher candidates to master mathematical problem-solving abilities. This study aims to analyze the mathematical problem-solving ability of elementary school teacher candidates on the concept of fractions based on Polya’s steps. This research uses a descriptive qualitative approach. The research participants were 12 students of elementary school teacher education program whose problem-solving abilities were assessed based on the topic of fractions for 60 minutes. The results of this study indicated that students were able to understand information related to the questions; (1) determine what had already been known and what was being asked completely. In addition, students were also able to understand the relationship between the information provided. It can therefore be said that students were able to understand the problem. (2) Most students were less able to develop a correct problem-solving plan. (3) Most students completed solutions based on incorrect strategies. (4) Students rarely re-checked the problem-solving. Based on the results of the interviews, they rarely solved the problem-solving questions. Thus, it can be concluded that the level of their mathematical problem-solving ability was still low.


Keywords: elementary school teacher candidate, fraction case, mathematical problem solving ability

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