EFEKTIVITAS STRATEGI HEURISTIK DECOMPOSING RECOMBINING DAN WORKING BACKWARDS TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MURID SMP
DOI:
https://doi.org/10.51878/secondary.v6i2.10045Abstract
The low level of mathematical problem-solving skills among junior high school students necessitates effective heuristic-based instructional strategies. This quasi-experimental study, employing a pretest-posttest two-group design, aimed to compare the effectiveness of the Decomposing-Recombining (DR) and Working Backwards (WB) approaches on Linear Equations and Inequalities in One Variable. The research sample consisted of 49 eighth-grade students (DR: N=24, WB: N=25) in Muaro Jambi, selected through purposive sampling. Instruments included mathematical problem-solving tests and instructional observation sheets. Results indicated that the DR approach met all effectiveness criteria, achieving a post-test mean score of 78.47 and a high-category improvement (N-Gain significantly exceeding 0.70, p < 0.05). Conversely, the WB approach only reached a moderate improvement with a post-test mean of 53.72. The Mann-Whitney U test confirmed a significant difference in effectiveness between the two groups (Z = -4.091, p < 0.001), with the DR approach consistently outperforming WB in enhancing problem-solving abilities. This study concludes that the DR approach is a more effective explicit instructional strategy for strengthening students' conceptual and procedural mathematical structures.
ABSTRAK
Rendahnya kemampuan pemecahan masalah matematis murid SMP memerlukan alternatif strategi pembelajaran berbasis heuristik yang efektif. Penelitian quasi-experiment dengan pretest-posttest two-group design ini bertujuan membandingkan efektivitas pendekatan Decomposing-Recombining (DR) dan Working Backwards (WB) pada materi persamaan dan pertidaksamaan linear satu variabel (PLSV & PTLSV). Sampel penelitian terdiri dari 49 murid kelas VIII (DR: N=24, WB: N=25) di Muaro Jambi yang dipilih melalui purposive sampling. Instrumen penelitian meliputi tes kemampuan pemecahan masalah dan lembar observasi aktivitas pembelajaran. Hasil analisis menunjukkan bahwa pendekatan DR memenuhi seluruh kriteria efektivitas dengan skor rata-rata post-test sebesar 78,47 dan peningkatan (N-Gain) pada kategori tinggi (median signifikan dari 0,70, p < 0,05). Sebaliknya, pendekatan WB hanya mencapai peningkatan kategori sedang dengan rata-rata post-test 53,72. Uji Mann-Whitney U mengonfirmasi perbedaan signifikan efektivitas antar kedua kelompok (Z = -4,091, p < 0,001), di mana pendekatan DR secara konsisten mengungguli WB dalam meningkatkan kemampuan pemecahan masalah. Penelitian ini menyimpulkan bahwa pendekatan DR lebih efektif sebagai strategi instruksional eksplisit untuk memperkuat struktur konseptual dan prosedural matematis murid SMP.
Downloads
References
Abiodun, T. O., Aderibigbe, O. O., Adebola, I. S., & Ayoola, A. A. (2024). Effects of heuristic problem-solving strategies on students’ achievement and retention in mathematics in Ogun State, Nigeria. Journal of Science and Mathematics Letters, 12(1), 1–7. https://doi.org/10.37134/jsml.vol12.1.1.2024
Alghadari, F., Yundayani, A., & Abdullah, A. H. (2022). Correspondence between models and factors of student errors in solving contextual problems. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(4), 2799. https://doi.org/10.24127/ajpm.v11i4.4946
Anwariyah, F., & Nurhanurawati, N. (2023). Analisis kesalahan siswa dalam menyelesaikan soal HOTS materi persamaan linier satu variabel ditinjau dari gender. Mathema: Jurnal Pendidikan Matematika, 5(2), 222. https://doi.org/10.33365/jm.v5i2.2848
Dewi, A. A. K., Yohanie, D. D., & Santia, I. (2024). Analisis berpikir kritis siswa SMP pada pemecahan masalah SPLDV berdasarkan kemampuan matematis. Jurnal Ilmiah Pendidikan Citra Bakti, 11(1), 207–217. https://doi.org/10.38048/jipcb.v11i1.2184
Edmonds, W. A., & Kennedy, T. D. (2017). Solomon N-group design. In An applied guide to research designs: Quantitative, qualitative, and mixed methods (pp. 93–102). SAGE Publications, Inc. https://doi.org/10.4135/9781071802779.n6
Fauza, M. R., Inganah, S., Darmayanti, R., Maryanto, B. P. A., & Lony, A. (2022). Problem solving ability: Strategy analysis of working backwards based on polya steps for middle school students YALC pasuruan. JEMS: Jurnal Edukasi Matematika Dan Sains, 10(2), 353–363. https://doi.org/10.25273/jems.v10i2.13338
Handayani, S., Rosyidi, A. H., & Widayat, W. (2024). Analisis kesulitan siswa dalam menyelesaikan masalah matematika pada materi fungsi. Jurnal Pendidikan Matematika, 1(4). https://doi.org/10.47134/ppm.v1i4.858
Inganah, S., Vidyastuti, A. N., & Sah, R. W. A. (2023). High school students’ mathematical skills in addressing minimum competency assessment problems using working backward strategy. AL-ISHLAH: Jurnal Pendidikan, 15(1), 999–1008. https://doi.org/10.35445/alishlah.v15i1.2454
Jelahu, R. A., Loka Son, A., Bete, H., García-García, J., Sudirman, S., & Alghadari, F. (2023). Profile of middle school students’ mathematical literacy ability in solving number pattern problems. International Journal of Science Education and Cultural Studies, 2(1), 1–14. https://doi.org/10.58291/ijsecs.v2i1.72
Kemendikbudristek. (2025). Rapor pendidikan Provinsi Jambi tahun 2025. https://raporpendidikan.kemdikbud.go.id/
Kumalasari, A., Winarni, S., Rohati, R., Marlina, M., & Saputra, J. E. (2022). Analisis pemecahan masalah siswa artisan ditinjau dari pengetahuan prosedural. Jurnal Cendekia : Jurnal Pendidikan Matematika, 6(3), 2872–2881. https://doi.org/10.31004/cendekia.v6i3.1714
Lit, S., Kool, M., & Drijvers, P. (2026). Teacher knowledge and skills for mathematical problem solving: a systematic literature review. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-025-09737-8
Marasabesi, A., Afandi, A., & Khairun, U. (2022). Identifikasi kesalahan siswa dalam menyelesaikan soal pada materi persamaan linear satu variabel. Saintifik@: Jurnal Pendidikan MIPA, 7(1), 22–28. https://doi.org/10.33387/saintifik.v7i1.4997
Md Nasir, N. A., & Singh, P. (2023). The effect of a problem-solving approach on students’ heuristics knowledge development. International Journal of Academic Research in Accounting, Finance and Management Sciences, 13(2). https://doi.org/10.6007/IJARAFMS/v13-i2/18025
Ngu, B. H., & Phan, H. P. (2022). Developing problem-solving expertise for word problems. Frontiers in Psychology, 13(May). https://doi.org/10.3389/fpsyg.2022.725280
OECD. (2023). PISA 2022 results (Volume I) (1 (ed.); Vol. 1). OECD Publishing. https://doi.org/10.1787/53f23881-en
Pasaribu, J., Rohati, R., & Kumalasari, A. (2025). Analisis kesulitan memahami konsep matematis dalam menyelesaikan soal berdasarkan self-efficacy siswa. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 5(3), 1081–1092. https://doi.org/10.51574/kognitif.v5i3.3118
Polya, G. (2014). How to solve it. Princeton University Press. https://doi.org/10.2307/j.ctvc773pk
Prabawa, H. W., Rosjanuardi, R., & Nurlaelah, E. (2023). Problem decomposition skills, mathematical maturity, and their relation to mathematics problem-solving in a computer science learning class. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 9(3), 946. https://doi.org/10.33394/jk.v9i3.8258
Rahmatika, Khairiani, & Nurul Akmal. (2022). Analisis kemampuan pemecahan masalah matematika ditinjau dari gaya belajar siswa. Ar-Riyadhiyyat: Journal of Mathematics Education, 3(1), 10–20. https://doi.org/10.47766/arriyadhiyyat.v3i1.497
Rehman, N., Huang, X., & Mahmood, A. (2025). Enhancing mathematical problem-solving and 21st-Century skills through PjBL: a structural Equation Modelling approach. Educational Studies, 1–26. https://doi.org/10.1080/03055698.2025.2514691
Vargas-Fernández, M. (2025). Estrategias heurísticas en la resolución de problemas matemáticos en una institución educativa primaria en Perú. Revista Innova Educación, 7(1), 36–44. https://doi.org/10.35622/j.rie.2025.01.003
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 SECONDARY: Jurnal Inovasi Pendidikan Menengah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
