A DEVELOPMENT OF MATHEMATICS PROBLEM SOLVING BY USING POLYA’S PROBLEM SOLVING PROCESS WITH THINK PAIR SQUARE FOR GRADE 6 STUDENTS
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Abstract
This research aims to: (1) develop and validate the quality of a mathematics problem-solving course utilizing Polya's problem-solving process in conjunction with the Think-Pair-Share technique for sixth-grade students, and (2) investigate the effects of the aforementioned course on sixth-grade students. This study employs a preliminary experimental research design, specifically a one-group pretest-posttest design. The research sample consists of 23 sixth-grade students from class 6/2 at Prachawit School during the second semester of the 2024 academic year, selected through cluster sampling. The research instruments include the developed course curriculum, a course implementation manual, and a mathematics problem-solving ability test. Data analysis will be conducted using descriptive statistics, including percentages, means, and standard deviations, as well as a paired samples t-test.
The research findings revealed that:
- The mathematics problem-solving curriculum using Polya's problem-solving process
combined with the 4-Buddy Think-Pair-Share technique for sixth-grade students comprises 6 main components: 1) Background and significance of the curriculum, 2) Objectives of the curriculum, 3) Curriculum content structure, which includes 4 units: Unit 1: Triangle Word Problems, Unit 2: Polygon Word Problems, Unit 3: Circle Word Problems, and Unit 4: Three-Dimensional Geometric Shape Word Problems, 4) Learning management approaches, 5) Learning media and resources, and 6) Measurement and evaluation. The overall suitability of the curriculum was rated at the highest level, and the curriculum manual was also rated as having the highest overall suitability.
- Students who learned through the mathematics problem-solving curriculum using
Polya's problem-solving process combined with the 4-Buddy Think-Pair-Share technique demonstrated a statistically significant higher mean score in mathematics problem-solving ability after the learning intervention compared to before the intervention at the 0.05 level.
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