Mathematical Problem-Solving Ability of Eighth-Grade Students in Flat-Sided Solid Geometry

This study aims to analyze the mathematical problem-solving ability of eighth-grade students in solving problems involving flat-sided solid geometry at Pato Nonongan Catholic Junior High School. The study employed a descriptive quantitative approach involving 20 eighth-grade students as research participants. Data were collected using a mathematical problem-solving test consisting of five essay questions, with an allocated completion time of 120 minutes. The test was developed based on Polya’s problem-solving framework, which consists of four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. The results showed that all students (100%) were able to understand the problems by identifying the known information and what was being asked. However, only 50% of the students were able to devise an appropriate solution strategy, while 40% were able to carry out the planned solution. Furthermore, only 20% of the students were able to solve the problems correctly and systematically. These findings indicate that the students’ overall mathematical problem-solving ability in flat-sided solid geometry was still relatively low. The main difficulties were found in selecting appropriate solution strategies, applying mathematical concepts and procedures, and carrying out calculations accurately. Other factors contributing to students’ difficulties included limited conceptual understanding, weak mathematical connections, insufficient experience with varied problem-solving tasks, and difficulties in visualizing three-dimensional geometric objects. The findings highlight the need for mathematics instruction that provides systematic and varied problem-solving experiences and supports students in developing conceptual understanding and spatial visualization skills.