Mulyono, - (2022) Problem-based learning supported by arguments scaffolding that affect critical thinking teacher candidates. Cypriot Journal of Educational Sciences (CJES), 17 (12). pp. 4628-4640. ISSN 1305-905X

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Abstract

This study is based on research findings that examines students' difficulties utilizing Polya's problem to solve geometry problems - solving stages. Thirty-one students were assigned to work on questions about the material in order to calculate the distance in space. Researchers examined each student’s work to determine which stage of Polya they struggled with. In-depth interviews were also conducted to clarify answers and investigate students' difficulties in solving math problems. The results showed that students who were able to answer completely and correctly, based on Polya’s stages in understanding the problem, compiling or thinking about a solution plan, solving the problem according to the plan and re- examining the procedure and the results of solving the answer, had a very low success rate. Scaffolding is given to students who have difficulty and recognition of the accuracy of correct answers for those who are successful.

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