Analysis of Students' Problem-Solving Abilities in Algebra Material Using A Contextual Learning Approach to Improve Students' Understanding of Mathematical Concepts

Source abstract

Problem-solving ability is a fundamental competency in mathematics learning, particularly in algebra, which requires strong conceptual understanding and analytical thinking. However, many students still experience difficulties in solving contextual algebra problems, especially in planning strategies and evaluating solutions. This study aims to analyze students’ problem-solving abilities in algebra using a contextual learning approach to improve their understanding of mathematical concepts. This research employed a quantitative descriptive design involving 30 junior high school students who had previously studied algebra. The data were collected through a contextual problem-solving test based on four indicators: understanding the problem, devising a plan, carrying out the plan, and evaluating the solution. In addition, observation sheets were used to support the analysis of students’ learning activities. The results show that students achieved the highest performance in understanding the problem, which is categorized as high. Meanwhile, the abilities in devising a plan, carrying out the plan, and evaluating the solution are in the medium category. Overall, students’ problem-solving ability is categorized as moderate, with most students falling into the medium level. These findings indicate that the contextual learning approach effectively supports students in understanding mathematical problems but still requires improvement in higher-order thinking processes, particularly in strategy development and solution evaluation. In conclusion, contextual learning can enhance students’ conceptual understanding and engagement in algebra learning. However, further efforts are needed to strengthen students’ ability to plan, execute, and evaluate problem-solving strategies to achieve optimal learning outcomes.