Polya’s Four Phases Exploration in Solving Linear Program Story Questions Based on Student Beliefs

Abstract

This study aims to explore the four phases of Polya in solving story problems in linear programming material in terms of student beliefs. Polya s ideas about the four phases of solving math problems are of particular concern to mathematics educators. This study reveals the four phases of Polya by looking at students beliefs in each process. The type of grounded theory research method design that emerges is used to reveal Polya s beliefs in class XI IPS in terms of high, medium, and low initial mathematical ability (IMA) students. Data collection techniques in Emerging Design use interviews and documentation in six ways, namely discussion as recitation, teacher-directed conversation, open conversation, asking challenging questions, as knowledge transfer with guidance, and as a verbal interaction practice. The results showed that 1) the students beliefs in understanding the questions greatly influenced the understanding of the questions, 2) The students beliefs in writing what was known in the questions affected the planning stage, 3) the students beliefs in implementing the plan not strongly influenced the implementation of the planning stage, 4) the students beliefs in the overall answer does not affect the hindsight stage.