Analysis of the Implementation of Polya's Strategy in Addressing Mathematical Problem-Solving Difficulties Among Elementary School Students: A Literature Review

Abstract

Mathematical problem-solving skills are an important competency that needs to be developed in elementary school students because they play a role in developing logical, critical, systematic, and creative thinking skills. However, in practice, many elementary school students still experience difficulties in solving problem-solving problems, especially at the stages of understanding the problem, planning the solution, implementing the solution steps, and re-checking the answers. One strategy that can be used to overcome these difficulties is the Polya strategy. This study aims to analyze the application of the Polya strategy in overcoming mathematical problem-solving difficulties in elementary school students through a literature review. The study used a literature review method with a qualitative approach. The research data consisted of secondary data obtained from journal articles, books, and previous research results relevant to the Polya strategy, mathematical problem-solving, and elementary school students. The data were analyzed using content analysis techniques. The results of the study indicate that the most dominant difficulties in mathematical problem-solving in elementary school students occur at the stages of planning the solution and re-checking the answers. The application of the Polya strategy helps students understand the problem, determine a solution strategy, carry out steps sequentially, and gets students used to re-checking their work. Thus, the Polya strategy plays a positive role in helping overcome mathematical problem-solving difficulties in elementary school students and can be used as an effective learning alternative in mathematics learning.