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International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 042104 doi:10.1088/1742-6596/1157/4/042104
The effect of problem solving approach to mathematics
problem solving ability in fifth grade
H Khatimah1,* and S Sugiman2
1
Pascasarjana Pendidikan Dasar, Universitas Negeri Yogyakarta, Jl. Colombo No. 1,
Karangmalang, Depok, Sleman, Yogyakarta 55281, Indonesia
2
Pascasarjana Pendidikan Matematika, Universitas Negeri Yogyakarta, Jl. Colombo No.
1, Karangmalang, Depok, Sleman, Yogyakarta 55281, Indonesia
*husnulkhatimah.2017@student.uny.ac.id
Abstract. This study is an experimental research that aims to determine the effect of Problem
solving approach to solving mathematical problems in fifth grade. The population in this study
is all students of class V SD Islam Athirah Bukit Baruga academic year Makassar 2014/2015
consisting of four classes. The sample of research is two classes, namely experimental class and
control class. Each class consists of 26 students. Both classes were obtained by purposive
sampling technique. To obtain the required data, the study was conducted in both sample classes.
A technique of data collecting was done by observation and test. Data analysis techniques used
were descriptive and inferential statistical analysis techniques. The results obtained from the
descriptive statistical analysis are: (1) The ability to solve the problem of mathematics of students
who were taught by using Problem solving approach is in qualification capable with the average
value of 74.7 and the standard deviation of 21.6; (2) Ability to solve math problems of students
who are taught without using Problem solving approach in qualification less able with average
score 55,7 and standard deviation 16,2. From the results of inferential statistical analysis obtained
that ability to solve the problem of mathematics students who are taught by using Problem
solving approach is better than who taught mathematics without using Problem solving
approach. From the results of this study can be concluded that the application of Problem solving
approach in learning mathematics affects the ability to solve mathematical problems.
1. Introduction
Mathematics is one of the subjects that can not be separated from human life. Humans need mathematics
because mathematics is used for life, mathematics as a cultural heritage, mathematics for the workplace,
and mathematics for the scientific and technical community [1]. The need for mathematics is crucial in
the development of technology and science needed in this competitive era of globalization for survival.
Given the importance of mathematics in human life, then the learning of mathematics needs to be well
prepared. Using the right approach and method to learn effectively and efficiently.
Teaching activities that focus on student activities will have an effect on student learning to be more
actively learning. And student-centered learning has been shown to bring students to higher levels of
critical thinking, problem solving, increased attitudes to learning, and overall improvement in attendance
[2]. If attention is focused on student learning activities then learning becomes more meaningful and
efficient. Teacher's methods or activities in planning a strategy must still achieve the general objectives
of learning such as student mastery of facts, concepts, principles, and skills. It is a real situation seen in
Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution
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Published under licence by IOP Publishing Ltd 1
International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 042104 doi:10.1088/1742-6596/1157/4/042104
real life which requires a proper method and mathematical knowledge in order to be solved [3]. Teachers
teach students how to solve problems and cultivate attitudes such as mathematics are both forms of
student-centered activity.
The 2013 curriculum in mathematics lessons emphasizes the importance of problem solving as a
procedure for analyzing the relationship between symbols, relevant information, and observing patterns
[4]. Problem solving is a very important part of the mathematics curriculum because during the learning
and completion process students are enabled to gain experience using their knowledge and skills for
non-routine problem solving. Parallel to this, problem solving is the main focus of mathematics learning
activities at school [5]. Understanding of problems, knowledge, skills, and teacher commitment is key
in helping to overcome the difficulties of solving students' mathematical problems, as well as helping
students succeed now and in the future [6]. However, the reality in the field shows that problem solving
activity in the learning process of mathematics has not been used as the main activity. Learning with
problem solving is considered the most difficult for both students in learning and from teachers who
teach it.
For students, a problem solving approach should be studied in solving problems, students are
expected to understand the problem solving process and become skilled in selecting and identifying
relevant conditions and concepts, seeking generalizations, formulating a plan for completion and
organizing previously owned skills. Teachers present problems because through problem solving
students can practice and integrate concepts, theorems, and skills learned.
Problem solving for transferring concepts or skills to new situations, but activities in the classroom
information from teachers and textbooks to new situations are very limited. Education devoid of
teaching and learning of thinking skills and dis-contextualized learning environments, is merely
knowledge gathering and remembering [7]. Then, skills such as problem solving are more permanent
and more transferable than just knowledge received with information only. The transfer in question is
how a teacher plans and presents classroom learning to his students. Development in the field of
mathematics shows that students must acquire problem solving skills [8]. Therefore students need to
have experience and problem-solving skills that are able to provide a vehicle for students to build ideas
about mathematics and are responsible for their own learning. While these are all important mathematics
skills, they are also important life skills and help to expose pupils to a values education that is essential
to their holistic development [9].
Problems often faced by elementary students in the problem of stories consisting of one variable and
four basic operations (addition, subtraction, multiplication, and division). So students assume that
mathematics in the form of stories is the most difficult problem to solve. Another factor that causes
students to experience this problem is learning in a thematic form that is not focused on the subject but
based on the theme. Learning has several subjects so that the process does not use various approaches,
and does not focus on developing certain problems such as solving problems in mathematics. The right
solution for these problems by using a problem-solving approach or known as Problem Solving
Approaches, the subject matter presented or delivered by the teacher will be more easily understood by
students and more permanent.
This is consistent with the results of previous studies that the problem-solving approach is superior
to the posing problem approach to high and low levels in problem-solving ability [10]. the advantage of
this research is to look at three factors that influence students' mathematical problem-solving abilities.
while the research that will be conducted will focus more on the influence of the problem-solving
approach on students' mathematical problem-solving abilities. the method used is the same but different
for the listed components. if the previous research looked at the influence of the Problem Solving and
Problem Posing approaches and Learning Interests, this research was only limited to the effect of the
problem-solving approach.
In general, the findings of previous studies explain effective problem-solving learning approaches
that improve the problem-solving performance of high school students with learning disabilities [11].
However, from observations made at the Bukit Islam Baruga Athirah school unit, especially class V,
2
International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 042104 doi:10.1088/1742-6596/1157/4/042104
teachers have never used various approaches or methods to solve problems. Based on this, students'
mathematical problem-solving abilities.
2. Experimental method
This research is quantitative research using the experimental method. This study included quasi-
experimental (quasi-experimental) experiments. Variables in this study studied two variables, namely
"learning approach" an independent variable (X) and "problem solving ability" a dependent variable
(Y). The research design used is Non-equivalent Control Group Design. With this design, the results in
the experimental and control groups were compared.
The population in this study that became the population is all students of class V in Islam Athirah
Bukit Baruga Kota Makassar which amounted to 104 students. To determine the sample used the
technique of nonprobability sampling, in "members of the population are not given the same opportunity
or opportunity to be selected or selected as a sample member". Selection of this sample is done by using
certain considerations, called purposive samples.
Sampling is done on the consideration that both groups are homogeneous because they are not
grouped by achievement. The number of sample experimental class (V3) is 26 students consisting of 12
men and 14 women. While the number of control class samples (V4) is 26 students consisting of 13 men
and 13 women.
Data collection in this study using observation and test. The test is given twice, pre-test (measuring
the initial ability of students) and post-test (measure the ability of students after given
treatment/treatment). Qualification of students' mathematical problem solving abilities using a 5-scale
conversion guideline, which is very capable if the mastery level is 80 upwards, capable if the level of
mastery is 70-79, quite capable if the mastery level is 60-69, less able if the mastery level is 50-59, and
very less capable if the level of mastery 49 downward as suggested in the educational assessment book
[12].
Observations were conducted to obtain data on learning activities taking place in the experimental
class and control classes, observing the application of problem solving approaches to the learning
process of Mathematics and for obtaining data on the ability to solve mathematical problems. The data
presented in the following table will be the material analysis.
Experimental Class Control Class
1.2 0.8
1 0.6
0.8 0.4
N. Gain
N. Gain
0.6 0.2
0.4 0
0 10 20 30
0.2 -0.2
0 -0.4
0 10 20 30
-0.6
Student 1-26 Student 1-26
Figure 1. Description of Pre-test and Post-test Value Scores, as well as normal gain of experimental
class and control class.
3
International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 042104 doi:10.1088/1742-6596/1157/4/042104
The data analysis technique uses a t-test to know the difference of problem solving ability of student
mathematics, N-gain is used to know the improvement of problem solving ability of student math and
effectiveness of learning. The t-test is intended to answer the problem as well as to test the research
hypothesis about the presence or absence of a significant positive influence from the problem solving
approach to the ability to solve mathematical problems in grade V SD Islam Athirah Bukit Baruga
Makassar.
3. Result and discussion
Through this research, to know how far the influence of Problem solving approach to the ability to solve
students' math problems. This effect can be seen by comparing problem solving abilities in the
experimental and control groups after being given different treatment. Student's ability before being
given treatment is seen from the pre-test result and the ability after being given treatment is seen from
the post-test result. Meanwhile, to see how far the effect of treatment given can be seen from the
difference in the ability to solve student problems in each group of test results given.
3.1. Ability to solve student math problems before being given treatment
Pre-test data obtained from the experimental group and control group aimed to determine the initial
condition/ability to solve student problems in each group.
Table 1. Description score initial test (Pre-test).
Group N Min Max Mean Std. Deviation
Experiment 24 20 85 55.3 18.445
Control 21 8 76 39.8 19.139
Based on table 1 above, it is clear that the average score of preliminary experimental group data is 55.3
with a maximum score of 85 and a minimum score of 20. While the average score of the control group's
initial data is 39.8 with a maximum score of 76 and a minimum score of 8.
3.2. Application of treatment
Applying the problem solving approach can have a positive impact on the students of the experimental
class. This can be proved from the observation result, the observation result shows the students become
better and able to solve the math problem in the learning. This can be seen in the table below:
Table 2. Observed aspects (Student).
Observed Aspects Percentage (%)
Meeting I Meeting II Meeting III
Student attention to teacher
72 % 86,1 % 81,9 %
explanation
The activity of students in the
learning process 52 % 76,4 % 79,2 %
Enthusiastic students in following
65,3 % 77,8 % 79,2 %
the lesson
Improved student ability to solve
problems 50,7 % 73,6 % 76,4 %
Understanding of student material
that has been given 49,3 % 58,3 % 79,2 %
Based on table 2 it is seen there is a percentage increase in every aspect observed in each meeting so it
can be concluded that the application of problem solving approach needs to be applied or given to the
students because it can give a positive influence on the learning situation or beneficial for the better
learning process. Agree with Ortiz “A true problem solving process will allow students to be flexible,
4
International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 042104 doi:10.1088/1742-6596/1157/4/042104
intuitive, and creative” [13]. The positive impact of applying the problem solving approach makes
students better in math lessons.
3.3. Ability to solve mathematical problems after students are given treatment
Post-test data of mathematical problem solving ability of experimental group and control group aims to
know the final condition the problem solving ability of mathematics of student and to know whether
there is the influence of Approach Problem solving approach. The result of data obtained based on
experimental group data and control group is presented as follows:
Table 3. Description of end-test statistics (Post-Test).
Group N Min Max Mean Std. Deviation
Experiment 22 35 100 74,7 21,574
Control 20 25 76 55,7 16,216
Based on Table 3, it is seen that the average score of post-test data of the experimental group is 74.7
with a maximum score of 100 and the minimum score is 35. While the average score of control group
final data is 55.7 with a maximum score of 76 and the minimum score 25. There was a significant
difference between the mean post-test of the experimental class and the control class of 16.03. In
accordance with the data obtained in the table then will be tested normality and homogeneity of variance
of the data before hypothesis testing.
Normality test conducted on each group with the aim to know the population of normally distributed
data or not. Based on the results of data analysis using Kolmogorov Smirnov Normality test obtained
calculation result for the experimental class value of P-Value ≥ α is 0,138 ≥ α and control class value P-
Value ≥ α is 0,200 ≥ α (significance level α = 0,05). So it can be concluded to accept H0 or a normally
distributed population.
It is followed by a homogeneity test to find out whether the data to be analyzed meets the variance
(homogeneous) variance. Based on data analysis result using Levene's Test For Equality of Variances
obtained a value of P-Value ≥ α is 0,087 ≥ 0,05. So it can be concluded to accept H0 or Variance of both
Homogeneous groups. So homogeneity testing is fulfilled and it can be concluded that both groups have
the same ability, in this condition the hypothesis test can be done.
The data of problem solving ability in Mathematics subjects obtained in experimental group and
control group research can be seen as follows:
Post-Test Pre-Test
60% 80%
50% 60%
40%
30% 40%
20% 20%
10%
0% 0%
80-100 70-79 60-69 50-59 0-49 80-100 70-79 60-69 50-59 0-49
(Sangat (Mampu) (Cukup
Very capable quite (Kurang
less (Belum
not (Sangat
Very (Mampu)
capable (Cukup
quite (Kurang
less (Belum
not
mampu)
Capable mampu) capable
capable mampu) mampu)
capable Capable
mampu) capable mampu)
mampu) capable mampu)
capable
The
Nilai result ofEksperimen
Pos-test post-test experiment Nilai
ThePre-test
result ofEksperimen
pre-test experiment
Nilai
ThePos-test
result ofKontrol
post-test control Nilai Pre-test Kontrol
(1) (2)
Figure 2. Graph of percentage ability to solve student math problems (1) pre-test and (2) post-test.
5
International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 042104 doi:10.1088/1742-6596/1157/4/042104
Based on the data above shows that the ability to solve mathematical problems when doing pre-test in
the experimental group or control group that is still many students who have not reached qualification
able. In the experimental group as much as 16% in poor qualifications, 44% in the qualifications have
not been able from 25 students and the control group as much as 5% in qualifications less able, 75% in
qualification has not been able of 20 students. Furthermore, the post-test showed an increase in the
experimental group, with highly qualified students from 20% to 54.54%. For qualification has not been
able to appear to decrease significantly from 44% to 9.09% in the qualification. In the control group also
increased in qualification from 5% to 35% and the decrease in the percentage of students in the
qualification has not been able from 75% to 8%, but not as significant as the changes in the more
significant experimental group towards the more positive.
Further testing conducted hypothesis in this study was tested using T-test where previously held
testing data requirements. Based on the independent table of the test sample sig (2.tailed), obtained a
value of 0.003 smaller than the significance level of 0.05 which means that there is a difference in
average problem solving abilities in the subjects of Mathematics in class V between the experimental
group and the control group. It is also found that the average of N-gain experimental class (0.45) is
greater than the mean of N-gain control class (0.23). The treatment given to the experimental class has
successfully influenced and improved the results of students' math problem solving abilities.
Thus, through the analysis results can be concluded that there is a significant influence on the
application the Problem solving approach to the ability to solve mathematical problems in class V SD
Islam Athirah Bukit Baruga Makassar. This is line with the research by Cai and Nie which found that
“Classroom troubleshooting activities are used as instructional approaches that provide a context for
students to learn and understand math so that student’s problem solving abilities develops” [14]. The
findings of this study help to conclude that there is no significant difference between students in their
thinking abilities and problem-solving abilities in terms of gender, but on the other hand, the results
show there are significant differences in location and age [15]. To improve students' mathematical
problem-solving abilities, more attention to the factors that can influence them.
4. Conclusion
Ability to solve mathematical problems of students before applying the approach Problem solving is
still low with an average of 55.3 different from the average ability to solve mathematical problems of
students after applying the problem solving approach from low to moderate with an average value of
74.7 on the eyes math lesson in grade V SD Islam Athirah Bukit Baruga Makassar. It was concluded
that there was a significant and positive influence on problem solving ability in mathematics subjects in
class V SD Islam Athirah Bukit Baruga Makassar.
Acknowledgments
This research was supported by many parties, such as the Kalla Education Foundation which had given
permission to conduct research at the Athirah Bukit Baruga Islamic Primary School. With stakeholders
who support research, teachers and students class V3 & V4 play an important role from the beginning
to the end of the study at the Athirah Bukit Baruga Islamic Primary School. Thank you very much to
Widya Karmila Sari A., M.Pd. and Dr. Pattaufi, M.Sc. as a mentor who patiently directs during the
writing process.
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6
International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 042104 doi:10.1088/1742-6596/1157/4/042104
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