Analisis Kemampuan Pemecahan Masalah Matematis Berdasarkan Langkah Polya Pada Materi Bangun Ruang Sisi Datar Ditinjau Dari Self Awareness

Abstract

This study aims to analyze students’ mathematical problem-solving abilities on the topic of three-dimensional geometry (solid figures with flat surfaces) in terms of self-awareness. The research problem arises from the low mathematical problem-solving ability of students, which is suspected to be related to their low self-awareness during the learning process. This research employs a qualitative method with a descriptive approach in the form of a case study. The research subjects consist of six ninth-grade students from MTs Mujahidin Pontianak in the 2025/2026 academic year, selected based on high, medium, and low levels of self-awareness. Data were collected through self-awareness questionnaires, mathematical problem-solving tests based on Polya’s steps, and in-depth interviews. Data analysis was conducted through data reduction, data presentation, and conclusion drawing using technique triangulation to ensure the validity of the results. The findings show that self-awareness influences mathematical problem-solving ability, but it does not directly determine the level of that ability. Students with high self-awareness do not always have high problem-solving skills, while some students with low self-awareness achieved high results due to other factors such as learning experience, accuracy, and conceptual understanding. Overall, this study concludes that self-awareness plays an important role in directing students’ thinking processes, but success in mathematical problem-solving is also determined by other cognitive and affective factors.