Mathematical Problem-Solving Ability Viewed from Self-Emotions: Case Study through Problem-Based Learning

Syafruddin Kaliky; Sufyani Prabawanto; Wahyudin Wahyudin; Syaidah Baharuddin

doi:10.31764/jtam.v10i3.36974

Mathematical Problem-Solving Ability Viewed from Self-Emotions: Case Study through Problem-Based Learning

Syafruddin Kaliky, Sufyani Prabawanto, Wahyudin Wahyudin, Syaidah Baharuddin

Abstract

Problem-solving ability is a skill that individuals must possess in the process of planning, making plans, implementing plans, and reviewing the correctness of the solutions obtained. However, many students still have difficulty solving the given problems. Self-emotion is an important factor in problem-solving because it is related to positive and negative emotions in responding to the questions given. To stimulate problem-solving abilities and control self-emotions, the PBL model is applied. The objectives of this study are (1) to describe students' problem-solving abilities in terms of self-emotions through the PBL model, and (2) to link mathematical problem-solving abilities with students' self-emotions. The study was conducted in a junior high school class VIII-H in West Bandung, Indonesia with 33 students. This study used a mixed qualitative-quantitative approach. For quantitative research, a One-Group Pretest-Posttest design was used. Data collection methods used a self-emotion questionnaire sheet, test questions, and semi-structured interviews. Data analysis was performed using SPSS 24 and NVIVO 12 software. This study shows that self-emotions play a significant role in students' mathematical problem-solving abilities through the application of Problem-Based Learning (PBL). Quantitative results indicate an increase in problem-solving abilities from pre-test to post-test in students with both positive and negative emotions, with better final outcomes in students with positive emotions. Qualitatively, students with positive emotions were able to systematically fulfill all stages of problem-solving according to Polya, while students with negative emotions only fulfilled some indicators and showed limitations in reflection and justification of solution steps. These findings confirm that PBL is not only effective in improving mathematical problem-solving abilities but also helps manage students' emotions during the learning process. Thus, the Problem-Based Learning model not only contributes to improving mathematical problem-solving abilities but also plays a role in managing and suppressing students' negative emotions during the learning process. Therefore, PBL can be recommended as an effective learning model for developing mathematical problem-solving abilities while supporting students' emotional regulation in mathematics learning.

Keywords

Problem Solving Ability; Self-Emotions; Problem-Based Learning.

Full Text:

DOWNLOAD [PDF]

References

Amanah, S. N., & Junaedi, I. (2025). Systematic Literature Review: Application of Problem Solving in the Mathematics Curriculum. Postulat: Jurnal Inovasi Pendidikan Matematika, 6(2), 184–197. https://doi.org/10.30587/postulat.v6i2.9147

Bieleke, M., Goetz, T., Yanagida, T., Botes, E., Frenzel, A. C., & Pekrun, R. (2023). Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M). ZDM - Mathematics Education, 2(55), 269–284. https://doi.org/10.1007/s11858-022-01425-8

Chang, C. F., Hsieh, H. H., Huang, H. C., & Huang, Y. L. (2020). The effect of positive emotion and interpersonal relationships to adaptation of school life on high school athletic class students. International Journal of Environmental Research and Public Health, 17(17), 6354. https://doi.org/10.3390/ijerph17176354

Chen, X., & Lu, L. (2022). How classroom management and instructional clarity relate to students’ academic emotions in Hong Kong and England: A multi-group analysis based on the control-value theory. Learning and Individual Differences, 98(102183). https://doi.org/10.1016/j.lindif.2022.102183

Corwin, L. A., Ramsey, M. E., Vance, E. A., Woolner, E., Maiden, S., Gustafson, N., & Harsh, J. A. (2022). Students’ Emotions, Perceived Coping, and Outcomes in Response to ResearchBased Challenges and Failures in Two Sequential CUREs. CBE Life Sciences Education, 21(2), ar23. https://doi.org/10.1187/CBE.21-05-0131

Danuri, Jati, V. D. P., & Jana, P. (2021). Problem-Based Learning vs Student Teams Achievement Divisions Assessed from Student’s Mathematics Problem Solving Ability. Journal of Physics: Conference Series, 1823(1), 012042. https://doi.org/10.1088/1742-6596/1823/1/012042

Erawati, N., & Permana, D. (2020). The Development Mathematics Device with Problem Based Learning Model to Increase Mathematical Problem Solving Ability. Journal of Physics: Conference Series, 1554(1), 012029. https://doi.org/10.1088/1742-6596/1554/1/012029

Fiteriani, I., Diani, R., Hamidah, A., & Anwar, C. (2021). Project-based learning through STEM approach: Is it effective to improve students’ creative problem-solving ability and metacognitive skills in physics learning? IOP Conference Series: Earth and Environmental Science, 1796(1), 012058. https://doi.org/10.1088/1742-6596/1796/1/012058

Göller, R., & Gildehaus, L. (2021). Frustrated And Helpless-Sources And Consequences Of Students’ Negative Deactivating Emotions In University Mathematics. Proceedings of the International Group for the Psychology of Mathematics Education, 2. 371-378.

Hidayati, A. P., & Shodikin, A. (2025). Senior High School Students ’ Difficulties in Solving HOTS Probability Problem and Their Scaffolding Based on Learning Styles. 3(1), 19–32. https://doi.org/https://doi.org/10.26740/jimes.v3n1.p19-32

Kuzle, A. (2021). Drawing out emotions in primary grade geometry: An analysis of participant-produced drawings of Grade 3-6 students. LUMAT, 9(1), 844–872. https://doi.org/10.31129/LUMAT.9.1.1620

Lajoie, S. P., Pekrun, R., Azevedo, R., & Leighton, J. P. (2020). Understanding and measuring emotions in technology-rich learning environments. Learning and Instruction, 70, 1–6. https://doi.org/10.1016/j.learninstruc.2019.101272

Li, L., Gow, A. D. I., & Zhou, J. (2020). The role of positive emotions in education: A neuroscience perspective. Mind, Brain, and Education, 14(3), 220–234. https://doi.org/doi. org/10.1111/mbe.2020

Mandasari, N. (2021). Problem-based learning model to improve mathematical reasoning ability. Journal of Physics: Conference Series, 1731(1), 012041. https://doi.org/10.1088/1742-6596/1731/1/012041

Mastuti, A. G., Kaliky, S., & Arman, J. (2022). Mathematical Communication and Students ’ Epistemological Beliefs of Linear Systems with Three Variables. 6(4), 963–975. https://doi.org/https://doi.org/10.31764/jtam.v6i4.9772

Muhtadi, A., Pujiriyanto, Kaliky, S., Hukom, J., & Samal, D. (2022). A Meta-Analysis: Emotional Intelligence and its Effect on Mathematics Achievement. International Journal of Instruction, 15(4), 745–762. https://doi.org/10.29333/iji.2022.15440a

Musna, R. R., Juandi, D., & Jupri, A. (2021). A meta-analysis study of the effect of Problem-Based Learning model on students’ mathematical problem solving skills. Journal of Physics: Conference Series, 1882(1), 012090. https://doi.org/10.1088/1742-6596/1882/1/012090

Ozturk, T., & Guven, B. (2016). Evaluating students’ beliefs in problem solving process: A case study. Eurasia Journal of Mathematics Science and Technology Education, 12(3), 411–429. https://doi.org/10.12973/eurasia.2016.1208a

Parno, Yuliati, L., Munfaridah, N., Ali, M., Rosyidah, F. U. N., & Indrasari, N. (2020). The effect of project based learning-STEM on problem solving skills for students in the topic of electromagnetic induction. Journal of Physics: Conference Series, 1521(2), 022025. https://doi.org/10.1088/1742-6596/1521/2/022025

Riegel, K., & Evans, T. (2021). Student achievement emotions: Examining the role of frequent online assessment. Australasian Journal of Educational Technology, 37(6), 75–87. https://doi.org/10.14742/ajet.6516

Santos-Trigo, M. (2024). Problem solving in mathematics education: tracing its foundations and current research-practice trends. ZDM - Mathematics Education, 56(2), 211–222. https://doi.org/10.1007/s11858-024-01578-8

Sapan, N. S., Johari, S. K., Zulhaimi, N. A., Abdul Hamid, S. N. A., & Ramli, S. A. (2020). Project-Based Learning Equips Undergraduate Students With Workplace Skills. International Journal of Modern Education, 2(7), 13–26. https://doi.org/10.35631/ijmoe.27002

Saputri, S., Ruqoyyah, S., & Rohaeti, E. E. (2024). Analysis of Student Difficulties in Learning Mathematics in Elementary School Lower Grades. Journal of Educational Experts, 7(2), 50–63. https://doi.org/https://doi.org/10.30740/jee.v7i2.229

Schukajlow, S., Martino, P. Di, & Middleton, J. (2023). Conceptual Overlap In Approaches To Affect: Attitude, Emotion, Motivation And What Else? Proceedings of the International Group for the Psychology of Mathematics Education, in 46 th conferences (p.201).

Setiawan, S., & Wahyuni, R. (2024). Improving Students’ Mathematical Problem Solving Abilities With an Approach Realistic Mathematics Education in Junior High Schools. Logaritma : Jurnal Ilmu-Ilmu Pendidikan Dan Sains, 12(01), 41–54. https://doi.org/10.24952/logaritma.v12i01.10902

Street, K. E. S., Malmberg, L.-E., & Stylianides, G. J. (2022). Changes in students’ self-efficacy when learning a new topic in mathematics: A micro-longitudinal study. Educational Studies in Mathematics, 111(3), 515–541. https://doi.org/10.1007/s10649-022-10165-1

Suparman, Juandi, D., & Tamur, M. (2021). Review of problem-based learning trends in 2010-2020: A meta-analysis study of the effect of problem-based learning in enhancing mathematical problem-solving skills of Indonesian students. Journal of Physics: Conference Series, 1721(1), 012103. https://doi.org/10.1088/1742-6596/1722/1/012103

Suryani, I., Maidiyah, E., Salasi, & Mardhiah, M. Z. (2020). Students’ mathematics problem-solving skills through the application of Problem-Based Learning model. Journal of Physics: Conference Series, 1460(1), 012029. https://doi.org/10.1088/1742-6596/1460/1/012029

Tambychik, T., & Meerah, T. S. M. (2010). Students’ difficulties in mathematics problem-solving: What do they say? Procedia - Social and Behavioral Sciences, 8, 142–151. https://doi.org/10.1016/j.sbspro.2010.12.020

Tien-Trung, N., Ngu, P. N. H., Vangchia, V., Thao, N. P., & Thao, T. T. P. (2025). Mathematics problem-solving research in high school education: Trends and insights from the Scopus database (1983–2023). European Journal of Science and Mathematics Education, 13(2), 77–89. https://doi.org/https://doi.org/10.30935/scimath/16038

Tohir, M., Maswar, M., Moh, A., Saiful, S., & Rizki Pradita, D. A. (2020). Prospective teachers’ expectations of students’ mathematical thinking processes in solving problems. European Journal of Educational Research, 9(4), 1735–1748. https://doi.org/10.12973/EU-JER.9.4.1735

Tze, V. M. C., Li, J. C. H., & Parker, P. C. (2023). A mediation analysis of emotions based on the control-value theory. Current Psychology, 42(7), 5392–5406. https://doi.org/10.1007/s12144-021-01840-2

Utomo, D. P., Junirestu, E., & Khusna, A. H. (2021). Students’ reflective thinking based on their levels of emotional intelligence in mathematical problem-solving. Beta: Jurnal Tadris Matematika, 14(1), 69–84. https://doi.org/10.20414/betajtm.v14i1.399

Wang, Y., & Wang, S. (2024). Language Teaching Research The Joint Roles of Emotion Regulation and Teacher Support in Shaping Academic Engagement Among Chinese Graduate Students Majoring in Foreign Languages : A Qualitative Study. 12(3), 93–111. https://doi.org/10.30466/ijltr.2024.121578

Xu, H., Li, Q., Xie, D., Wang, J., & Zhang, M. (2022). Performance of PBL-Based Image Teaching in Clinical Emergency Teaching. Computational and Mathematical Methods in Medicine, 2023(1). https://doi.org/10.1155/2022/6096688

Xu, X., Wang, Y., Zhang, S., & Liu, F. (2022). Performance of Problem-Based Learning Based Image Teaching in Clinical Emergency Teaching. Frontiers in Genetics, 2023(1). https://doi.org/10.3389/fgene.2022.931640

DOI: https://doi.org/10.31764/jtam.v10i3.36974