Analisis Kemampuan Pemecahan Masalah Matematis Peserta Didik pada Soal Ill Structure Problems Ditinjau dari Tingkat Motivasi Belajar

Abstract

Mathematical problem-solving skills are fundamental in equipping students to think logically, critically, and creatively, especially when confronted with ill-structured problems that mirror complex real-life situations. However, many students struggle to solve such open-ended and ambiguous mathematical tasks, as evidenced at SMP Negeri 5 Banjar. This study aims to comprehensively describe students’ mathematical problem-solving abilities in tackling ill-structured problems, viewed from the perspective of their learning motivation levels (high, medium, and low). Employing a descriptive qualitative approach, data were collected from 32 ninth-grade students using validated learning motivation questionnaires, ill-structured problem-solving tests, and in-depth interviews. Subjects were purposively selected to represent each motivation category, and their problem-solving processes were analyzed based on the stages of understanding the problem, planning, execution, and review. The results reveal significant differences in problem-solving performance: students with high motivation demonstrate comprehensive understanding, varied strategies, and reflective review of solutions; those with medium motivation exhibit adequate understanding but limited exploration and verification; while students with low motivation show minimal exploration and are prone to confusion and early disengagement. These findings highlight that learning motivation strongly influences the depth and breadth of students’ mathematical problem-solving abilities, particularly in complex and open-ended tasks. The study suggests the need for problem-based learning strategies and motivational support to foster students’ resilience and critical thinking in mathematics classrooms.