The causes of changes in student positioning in group discussions using Polya’s problem-solving and <i>commognitive</i> approaches

Abstract

This study aims to describe the causes of changes in student positioning during group discussions utilizing Polya’s problem-solving method and commognitive principles. The subjects of the study are mathematics education students from STKIP Taman Siswa Bima. Two groups were selected from 30 participants, each consisting of three individuals representing the roles of expert, facilitator, and novice. The research approach employed was qualitative exploratory. The findings indicate that changes in positioning were due to role shifts among group members, where group 1 changed from an initial positioning of EP1FP1NP1 to F’P1E’P1NP1, incorporating complete stages of Polya’s problem-solving process and commognitive components. Group 2 transitioned from EP2FP2NP2 to F’P2FP2NP2, reflecting an incomplete application of Polya’s problem-solving stages and commognitive components. Future research recommendations include examining how changes in student positioning occur in algebra problem-solving discussions using Polya’s problem-solving strategies and commognitive components, with a focus on individual student problem-solving within groups.