Electronic Theses and Dissertation

Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan problem solving matematika antara siswa sekolah urban dan rural dalam menyelesaikan soal cryptarithm, serta mendeskripsikan strategi dan kesulitan yang dialami siswa. Penelitian ini menggunakan pendekatan mixed methods dengan desain explanatory sequential. Data kuantitatif diperoleh melalui tes problem solving dan dianalisis menggunakan uji independent sample t-test, sedangkan data kualitatif diperoleh melalui wawancara dan analisis jawaban siswa. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan antara kemampuan problem solving siswa urban dan rural, di mana siswa urban memiliki kemampuan yang lebih tinggi. Siswa urban cenderung menggunakan strategi yang lebih sistematis dan terstruktur, sedangkan siswa rural cenderung lebih sering menggunakan pendekatan trial and error meskipun tetap menunjukkan penggunaan penalaran logis dalam beberapa tahap penyelesaian. Kesulitan utama siswa meliputi kompleksitas soal, penggunaan simbol, dan keterbatasan dalam memahami pola. Penelitian ini menunjukkan bahwa konteks lingkungan sekolah memengaruhi kemampuan problem solving siswa dalam menyelesaikan soal nonrutin.

This study aims to examine the differences in mathematical problem-solving abilities between students from urban and rural schools in solving cryptarithm problems, as well as to describe the strategies and difficulties experienced by the students. This research employed a mixed methods approach with an explanatory sequential design. Quantitative data were collected through a problem-solving test and analyzed using an independent samples t-test, while qualitative data were obtained through interviews and analysis of students’ responses. The findings revealed a significant difference in problem-solving abilities between urban and rural students, with urban students demonstrating higher performance. Urban students tended to use more systematic and structured strategies, whereas rural students more frequently relied on trial-and-error approaches, although they still demonstrated logical reasoning in several stages of the problem-solving process. The main difficulties experienced by students included problem complexity, the use of symbols, and limitations in recognizing patterns. The study indicates that the school environment context influences students’ problem-solving abilities in solving non-routine problems