How Good Students’ Problem-Solving Skills on Senior High School? An Analysis on Sequences and Series Material

Aris Pratama; Heris Hendriana; Tatang Supriatna; M. Afrilianto

doi:10.22460/jiml.v8i3.23857

Authors

Aris Pratama IKIP Siliwangi, Cimahi, Indonesia
Heris Hendriana IKIP Siliwangi, Cimahi, Indonesia
Tatang Supriatna IKIP Siliwangi, Cimahi, Indonesia
M. Afrilianto IKIP Siliwangi, Cimahi, Indonesia

DOI:

https://doi.org/10.22460/jiml.v8i3.23857

Keywords:

Problem-Solving Skills , Sequences and Series , Senior High School

Abstract

Students frequently respond to problems posed by their instructors through trial and error, without first grasping the underlying concepts. They often perceive the problems as entirely new and unrelated to their previous experiences, leading to a lack of confidence and reinforcing the belief that mathematics is a difficult subject. Consequently, their responses are often incorrect or incomplete. The objective of this study is to describe the mathematical problem-solving abilities of grade XI students on the topic of sequences and series in one of the schools in Bekasi Regency. This research employed a descriptive qualitative method, with data analysis techniques based on the interactive model developed by Miles and Huberman. The subjects of this study were 25 grade XI students selected using purposive sampling. The test instrument consisted of problem-solving tasks, while non-test data were obtained through interviews. The results indicate that students' mathematical problem-solving abilities fall into three categories: 4% of students demonstrated high problem-solving skills, 4% were in the medium category, and 92% were classified as low. A detailed analysis of problem-solving indicators reveals that: (1) in understanding the problem, many students struggled to identify the given information and the goal of the problem; (2) in devising a solution plan, most students failed to select an appropriate strategy, often guessing rather than structuring a logical approach; (3) in executing the plan, students in the low category frequently made calculation errors and misapplied formulas; and (4) in reflecting on the solution, very few students revisited their answers to verify accuracy or consider alternative methods. These findings suggest that students’ mathematical problem-solving abilities remain relatively low, with significant gaps in comprehension, planning, execution, and reflection. Strengthening these aspects through targeted interventions is necessary to enhance students’ overall problem-solving skills.

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