Non-Routine Problem Solving in Mathematical Problem-Solving Questions for Elementary School Teacher Education Students
Keywords:
Problem-solving ability, non-routine questions, Mathematics problem-solving, student mathematicsAbstract
This study examines the non-routine problem-solving skills of fifth-semester students in the Elementary School Teacher Education Program at Universitas Pendidikan Muhammadiyah Sorong within the context of mathematics learning. The development of non-routine problem-solving competence is essential for prospective elementary school teachers, as they are expected not only to master mathematical concepts but also to apply effective and systematic problem-solving strategies in instructional practice. This research employed a descriptive design involving fifth-semester the Elementary School Teacher Education Program students in the 2025–2026 academic year. Data were collected through a written test consisting of non-routine problem-solving tasks and unstructured interviews to explore students’ cognitive processes and strategic approaches in greater depth. The data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings indicate that 60% of the students were able to solve non-routine problems successfully, while 40% had not yet implemented systematic solution procedures. Although the majority of students demonstrated adequate conceptual understanding, a substantial proportion showed weaknesses in planning and executing structured problem-solving strategies. These results imply the need for strengthening instructional practices that emphasize systematic and strategic problem-solving processes in mathematics courses, thereby enhancing students’ readiness to address non-routine mathematical problems effectively.
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