THE APPLICATION OF SOCIAL LEARNING THEORY-BASED TEACHER MODELING IN FIFTH-GRADE MATHEMATICAL PROBLEM SOLVING

Solving mathematical word problems requires more than the ability to perform calculations. Pupils must understand the information presented, decide which strategies to use, and evaluate whether their answers are reasonable. This study explored the application of teacher modeling based on social learning theory and examined changes in the mathematical problem-solving abilities of fifth-grade pupils at SD Kristen Taruna Rajawali. A descriptive study using a one-group pretest–posttest design was carried out across three classroom sessions, supported by observations from a fellow teacher. Although 13 pupils were involved in the research activities, only ten had complete and comparable test scores for the quantitative analysis. The remaining data were examined descriptively. Assessment focused on four aspects of problem solving: understanding the problem, selecting a strategy, carrying out the solution, and reviewing the result. The average score increased from 43.75 to 71.25, representing a gain of 27.50 points. Strategy selection achieved the highest posttest attainment at 85%, while checking and explaining answers reached 55%. Seven pupils improved, two obtained lower scores, and one showed no change. Classroom observation indicated an implementation score of 80%, categorized as good. These findings suggest that pupils developed more organized problem-solving strategies, although evaluating answers and addressing individual learning needs remain important areas for improvement. As the study did not include a comparison group, the findings reflect changes observed in this classroom rather than establishing a direct causal relationship.