Skills in Solving Mathematical Problems in the Statistics Subject Using Interactive Multimedia in Grade VI of Elementary School

ABSTRACT


A. INTRODUCTION
Mathematics learning in elementary schools is not only aimed at increasing the ability of students to count or apply formulas in solving problems, but at improving the problemsolving skills of students as well, both in mathematical problems and other problems which use mathematics to solve them (Al-Kharousi & Al-Abed, 2021) This ability is necessary for students because it is related to the needs of students to solve the problems they face in daily life and to be able to develop themselves.
Therefore, problem-solving skills require special attention in the mathematics learning process from the most basic level of formal education, which is elementary (Mulyati, 2016). Several definitions of problem-solving in mathematics, including the one from (Hendriana et al., 2018), stakadarsihte that mathematical problem solving is one of the essential goals in learning mathematics; even solving mathematical problems is the core of mathematics. Mathematical problem solving is a critical skill for teaching mathematics. Hence it helps help individuals develop their analytical thinking skills, assists students in becoming critical and creative, and improves other mathematical abilities (Riati & Farida, 2017;Surya et al., 2016).
Problem-solving is how an unknown situation is solved (Darkis, 2020a). Such conditions cause students to be not determined as desired or challenging to achieve goals (Schunk, 2013). Armed with the essential skills students already have, there are various unique ways or strategies to solve problems. With this view, everyone has a different way of finding the correct answer (Bradshaw & Hazell, 2017). Teachers shall be prepared to accept different ways of working towards the solutions. Problem-solving is essential for students because students become more critical in analyzing problems with this approach (Lee Swanson et al., 2021) . There are countless types of questions and their solving strategies as us; students must be ready and able to understand the situation well. According to (Muzanni & Muhyadi 2016), teachers in learning settings have to prepare students to be competent in memorizing and skilled in solving everyday problems faced by students.
Currently, the learning process in elementary schools is carried out in a limited face-toface learning manner; with the present limitation on learning time, an effective learning media is required in delivering messages or information. The Regulation of the Minister of Education and Culture No. 22 of 2016 states that one of the learning principles is utilizing Information and Communication Technology (ICT) (Kemendikbud, 2016). One of the flexible, innovative, and interactive learning media is multimedia which various media such as text, images, sound, animation, video, etc. Numerous media, including books, pictures, and videos can help teaching and learning activities.
In the current implementation of learning, teachers may no longer be the sole provider of information or a source of information for students. The present conditions require teachers to use learning media that utilizes technology as optimally as possible to ease learning activities during the pandemic. Teachers need media assistance which may be used as learning resources and media for delivering learning information, or learning media that are effective and efficient during learning material within students can't happen in just a short time. In comprehending a material, students have to learn. Thus, the teacher must do something to direct students in learning during the learning process. The use of media connects the teacher's concepts and the student's process knowledge. It is functional, but the media can attract students' interest. Therefore, interactive multimedia is suitable to be implemented in learning mathematics.
The results of previous research conducted by (Kusumaningpuri et al., 2022) on the difficulties of students in working on statistical problems in grade VI of Elementary School, the results state that students have not been able to understand the basic concepts of statistics, communicate issues with mathematical models and conclude. At the elementary school level, statistics subjects are taught in stages starting from grade IV. In grade IV, the subject materials are still on the step of preparation of students in reading data, while for grade V, the material includes collecting and presenting data. At this level, students are not only able to read data but are also able to collect data through several techniques and present it in several ways. Materials in grade VI discuss mode, median, and average or mean topics.
Based on the matters above, the writer will conduct research with Skills in Solving Statistics Problems Using Interactive Multimedia in Grade VI of Elementary School. This study aims to describe students' mathematical problem-solving skills in statistics subjects at the elementary school level using interactive multimedia. This matter is important to be studied because, in higher-level education, students' problem-solving skills depend on students' learning experience at the elementary level (Suhartono, 2018). In elementary school, mathematical problem solving for VI graders is a basis for teachers and policymakers planning and developing innovative learning to develop mathematical problem-solving skills.

B. METHODS
This research uses descriptive qualitative research with a case study model. The research was conducted at SDIT Majlis Tafsir Al Qur'an (MTA) Matesih in one school, Java Island. The subjects of this research are the students of grade VI, totalling 24 students. Research subjects aged 11-12 years in collecting data, the researcher used an instrument for performance indicators and then strengthened interviews (unstructured) with educators and students. Then analyzed using an inductive model; This model is intended to clarify the process of reducing data to create meaning from the raw data that has been collected. These findings were obtained to interpret the basic information; In the end, the researcher also added observation as an essential source of data triangulation. Data validity was carried out with content validity, technical triangulation, and reference triangulation.
In this study, researchers used the theory of Miles and Huberman (Sugiyono, 2015) to analyze the data, namely: 1) Data reduction (reducing selection and focusing, and changing the data obtained from field notes. In this study, the data were in the form of unstructured interviews and observations distributed to respondents. Then, a summary was made more easily accessible to analyze the data and proceed to the next step 2) Data display (displays compressed data organized from a collection of information so that it is possible to conclude later. In this step, the researcher shows or displays the data according to the data that has been prepared). Obtained and presented sequentially 3) Drawing conclusions (after completing data reduction and displaying the data obtained, the researcher concludes the findings in the field and based on the research problem.
This study used a problem-solving skills instrument, problem-solving, and categorization through an assessment table that was converted based on the scores obtained by learners. The assessment and categorization table details as shown in Table 1.

C. RESULT AND DISCUSSION 1. RESULT a. Result of problem-Solving Skill
Before answering the research questions, the researcher first calculates based on the results obtained from the problem-solving skill instrument. In this section, the researcher wants to present the results of the study derived from the interpretation of raw data based on the results of observations that have been shared with learners regarding the findings obtained for further exploration. Starting with the results of the problem-solving instrument, it was found that class VI students showed almost all students showed excellent problem-solving skills reaching 92% or 22 students in class VI. The result of the percentage is presented in Figure 1.

b. Result in exploration of problem-solving indicator factors
This finding is corroborated by several causal factors based on the results of instruments and observations, which are the basis for the cause of 92% of students having highly professional problem-solving skills. Based on the results of the device and interview unstructured, it was found that students were skilled in understanding the problems presented (92% met the performance indicators); carried out excellent solution planning (88% met the performance indicators); solved issues according to the plan indicators (88% met the performance indicators) and conducted re-examinations to reexamine (96% met the performance indicators). Thus, overall, class VI students of SD IT MTA Matesih have completed the problem-solving hands well.

DISCUSSION
From the findings that have been presented, it can be shown that students can describe the basic knowledge to solve the problem in understanding problems. In preparing a problem-solving plan, students inspect the suitability of the argument with the 92% 8% 0% Very skilled Skilled Fairly skilled implementation of the program made with related expertise in the situation described. In the step of reinspecting the problem-solving results, students go through the process stage to explore interpretations and connections by analyzing the suitability of the results with the achievement of the intended purposes. Students provide logical reasons for solving problems. In the third stage, critical thinking prioritizes alternatives and communicates the conclusions. Students can compose arguments to solve the issues and prioritize ideas in developing problem-solving plans to understand the problem. In the stage of developing a solution plan, students estimate the formula which is used in problem-solving. The next step is to implement the solution plan through the thinking process stage, prioritizing conclusions by taking decisions and actions by determining the final results and communicating the findings as described in the research results.
A person is said to be critical in problem-solving if he can make decisions and choose ideas among available options (Muchtar et al., 2021). The stage of re-checking the results of problem-solving, this step is carried out after students have completed the whole problem. A critical person means integrating the results obtained and rearranging all visible elements. Integrating requires solid analytical thinking because this may only be performed if one knows all the details. In the interim, students can integrate, monitor, and filter strategies for problem-solving in the steps of understanding the problem, implementing plans, and reinspecting the results of trial solving (Yasa, 2018).
The research results above are relevant to the research by (Hendriani et al., 2021), which states that the skills of the students when solving problems are hampered in the third indicator, which is completing problems with a percentage of 34% (31 students), this is caused by the poor ability of students in processing number operations, the use of formulas and the poor ability of the students to relate the elements that are known in the problem. The results of this study are by the report of the Program for International Student Assessment (PISA); in 2018, out of the 78 participating countries, the Mathematics score of Indonesian students was ranked 72 nd . In 2015, Indonesia was ranked 69th out of 79 participating countries. Based on the analysis results, Indonesian students have difficulty solving level 5 questions that require problem-solving skills. Of all participants from Indonesia, only 1% of students were able to complete the level 5 questions (OECD, 2018).
The implementation of interactive multimedia can describe problem-solving skills on statistical subjects. This matter refers to the research results, which contain four indicators, including (1) understanding the problem; (2) planning the solution; (3) implementing the settlement according to the plan, and (4) reinspection. With the help of interactive multimedia, students are trained to build their knowledge independently. Interactive media acts as a tutor which asks questions that guide students to understand concepts. When students answer questions, interactive media will immediately provide feedback. Hence, students can change the answer each time the application judges their response as wrong until the correct answer is obtained. Therefore, students became more active in learning and motivated to complete all the tasks. Moreover, web-based interactive multimedia may make it easier for students to learn independently (Pramesti & Prasetya, 2021). On the use of multimedia, the results show that the average SRL (self-regulated learning) of students is in the medium category and student learning outcomes are adequate. -regulated learning in students causes positive effects on learning outcomes (Lestari & Wirasty, 2019). Thus, interactive multimedia encourages students to be more independent in learning to improve self-regulation learning abilities and ultimately improve their learning outcomes, enthusiasm, and motivation for learning (Ayuni et al., 2022;Purba et al., 2022).
Learning resources may support the success of learning and increase student learning success (M. Ramadhani et al., 2019). Interactive multimedia is a learning resource with the help of computers to support learning activities. Computers are learning resources that can display student results after studying (Rachmadtullah et al., 2019). Other than computers, interactive multimedia is also used in smartphones or android. Students can learn on their own because students may operate multimedia freely (R. Ramadhani & Muhtadi, 2018)

D. CONCLUSION AND SUGGESTIONS
Overall, the analysis of students' problem-solving skills is already very skilled. It has been proven that almost all students achieve performance indicators. Namely, experience in understanding the problems presented, carrying out solution planning, solving problems according to plan indicators, and conducting re-examinations to re-examine them. This research implies that teachers can apply interactive multimedia to increase student activity in learning. Interactive multimedia is suitable for solving problems. Therefore, teachers can use it in learning activities. For students, the author recommends that students be more careful in performing arithmetic operations so that the results are optimal, and students are accustomed to writing down steps and conclusions after completing the stages of arithmetic surgery. For schools, it is necessary to improve the implementation of various innovative learning models, methods, and media so that the quality of learning is practical and avoids monotony.
ACKNOWLEDGEMENT I want to thank the Master in Elementary Education, the postgraduate study program of the Muhammadiyah University of Surakarta, for their moral and material support in executing and reporting this research.