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RESEARCH PAPER
The causes of changes in student positioning in group discussions using Polya’s problem-solving and commognitive approaches
1
Department of Mathematics, Faculty of Mathematics and Natural Sciences, State University of Malang, East Java, INDONESIA
2
College of Teacher Training and Education (STKIP) Taman Siswa Bima, NTB, INDONESIA
Publication date: 2024-09-10
EURASIA J. Math., Sci Tech. Ed 2024;20(9):em2506
KEYWORDS
ABSTRACT
This study aims to describe the causes of changes in student positioning during group discussions
utilizing Polya’s problem-solving method and commognitive principles. The subjects of the study
are mathematics education students from STKIP Taman Siswa Bima. Two groups were selected
from 30 participants, each consisting of three individuals representing the roles of expert,
facilitator, and novice. The research approach employed was qualitative exploratory. The findings
indicate that changes in positioning were due to role shifts among group members, where group
1 changed from an initial positioning of EP1FP1NP1 to F’P1E’P1NP1, incorporating complete
stages of Polya’s problem-solving process and commognitive components. Group 2 transitioned
from EP2FP2NP2 to F’P2FP2NP2, reflecting an incomplete application of Polya’s problem-solving
stages and commognitive components. Future research recommendations include examining
how changes in student positioning occur in algebra problem-solving discussions using Polya’s
problem-solving strategies and commognitive components, with a focus on individual student
problem-solving within groups.
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