Gagasan Cobb, Polya Dan Zahorik Tentang Belajar Matematika
DOI:
https://doi.org/10.46306/jurinotep.v4i3.260Keywords:
Integration of Learning, Mathematical Comprehension, Critical Thinking, Contextual Learning, Reflective.Abstract
The integration of Cobb's social constructivism, Polya's problem-solving strategy, and Zahorik's contextual learning is a mathematics learning approach that emphasizes student activity, social interaction, and the connection between abstract concepts and real-life experiences. Through discussion, group work, and negotiation of meaning, students collaboratively build mathematical understanding so that they not only memorize procedures but also understand the reasoning behind problem solving. Polya's stages help students think systematically in understanding problems, planning strategies, implementing solutions, and reviewing results, which trains reflective and critical thinking skills. Contextual learning makes mathematics more meaningful and relevant to everyday life, increases motivation to learn, and facilitates the transfer of knowledge to new situations. This integrated approach has the potential to develop problem-solving and higher-level mathematical thinking skills, while creating a collaborative and supportive classroom atmosphere, which requires teachers to be adaptive, reflective, and flexible in their application of the curriculum.
Downloads
References
Arifin, S., Murniasih, T. R., Rahaju, R., & Hariyani, S. (2023). Aljabar: Analisis Penyelesaian Soal Peserta Didik Berdasarkan Tahapan Polya. RAINSTEK: Jurnal Terapan Sains dan Teknologi, 5(4), 297–305.
Fauziyah, N., & Rahma, Z. N. (2025). Analysis of student’s mathematical problem-solving ability with moderate learning readiness based on Polya’s theory. Research and Development in Education (RaDEn), 5(1), 195-208.
Firda, N., Suryadi, D., & Dahlan, J. A. (2023). Mathematical Problem-Solving Ability of Junior High School Students Based on Polya. Edumatica: Jurnal Pendidikan Matematika, 13(3), 273-284.
Hadiyanti, Y., & Manurung, S. L. (2024). A qualitative analysis of students’ errors in fraction word problems based on Polya’s stages. Edumatica: Jurnal Pendidikan Matematika, 14(1), 1–14.
Hakim, T. A., & Setyaningrum, W. (2024). Realistic mathematics education combined with guided discovery for improving middle school students’ statistical literacy. Journal of Honai Math, 7(2), 233-246.
Ilham Dhani, M., Tian Abdul Aziz, & Lukman El Hakim. (2023). Pembelajaran Matematika Melalui Pendekatan Konstruktivisme. Jurnal Pendidikan MIPA, JPM, Universitas Negeri Jakarta.
Indirawati, D., Muslimahayati, M., & Sunarto, S. (2025). Analysis of Students’ Mathematical Problem Solving Ability Based on Polya’s Procedure on the System of Linear Equations with Two Variables. Journal of Curriculum and Pedagogic Studies (JCPS), 3(2), 70-76.
Jwaid, H., & Khaleghkhah, A. (2024). The Role of John Zahorik’s Constructivist Model in Enhancing the Mathematical Thinking Skills of Secondary School Students in Babil City. Research in Teacher and Basic Sciences.
Maysaroh, & Sutarni. (2023). Improving Students’ Ability to Solve HOTS-Based Mathematics Problems with Problem-Solving Theory from Polya.
Mushtaq, A., & Ali, R. (2024). The effect of blended learning approach on secondary school learners’ mathematics achievement and retention. Education and Information Technologies, 29(3), 3025–3044.
Nainggolan, G. L., Manurung, S.L., Siregar, D.A., & Turnip, L. (2025). Studi Kesalahan Mahasiswa dalam Menyelesaikan Soal Subring dan Ideal: Perspektif Strategi Polya. Jurnal Pendidikan Tambusai, 9(1), 9377–9384.
Putri, H. S., & Jamaan, Z. (2025). Impact of a constructivist approach on students’ mathematical communication ability: A quasi-experimental study. Al-Jabar: Jurnal Pendidikan Matematika, 16(2), 145–158.
Riyadi, Syarifah, & Nikmaturrohmah. (2021). Profile of Students’ Problem-Solving Skills Viewed from Polya’s Four-Steps Approach. European Journal of Educational Research.
Rohimatunisa, D. & Sudianto, S. (2023). Improving Mathematical Problem-Solving Junior High School Through Contextual Teaching and Learning. International Journal of Advanced Research in Mathematics Education, 1(1), 19-25.
Santos-Trigo, M. (2024). Problem solving in mathematics education: tracing its foundations and current research-practice trends. ZDM – Mathematics Education, 56, 211-222.
Sari, P. S., Sabarudin, Siti Annisah, & Thusy Siti Reihani. (2025). Polya Approach in Practice: Analysis of PGMI Students’ Mathematics Problem-Solving Skills. Jurnal Cakrawala Pendas, 11(1), 141-159.
Sfard, A., & Cobb, P. (2020). Learning sciences and mathematics education. Cambridge University Press.
Sidabutar, P. J., Napitupulu, E., & Sauduran, H. (2024). The effect of constructivism learning approach on students’ mathematics learning outcomes in material relations and functions of grade VIII SMP Negeri 11 Pematangsiantar. Education and Mathematics Journal (EMJU), 2(1), 34–42.
Taamneh, K., Díez-Palomar, J., & Mallart-Solaz, J. (2024). Examining tenth-grade students' errors in applying Polya’s problem-solving approach to Pythagorean theorem. Eurasia Journal of Mathematics, Science and Technology Education.
Taneo, P. N. L., & Kusumah, Y. S. (2021). Analysis of Students' Mathematical Problem-Solving Ability Based on Category Levels Through Polya Steps. Journal of Innovative Mathematics Learning (JIML), 4(2), 87-95.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ifti Fatiya G. K, Reynata Tri P. A, Kusno, Lukmanul Ahsani
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
