SINTA

0.0

Impact

Scholar

9

H-Index

Interval: Indonesian Journal of Mathematical Education

an Open Access Journal

An Exploratory Study of Students’ Mathematical Problem-Solving Ability Based on Wankat and Oreovocz Theory

Dini Rahayu
Al Auliya Integrated Islamic Senior High School
Indonesia
dinirahayu6@gmail.com
Tan Wen Hsien
Sri UCSI School
Malaysia
Share

  • Purpose of the study: This study aims to explore students’ mathematical problem-solving ability based on the Wankat and Oreovocz theory by identifying how students perform across each stage of the problem-solving process in order to provide a comprehensive description of their abilities.

    Methodology: This study employed a qualitative descriptive approach using purposive sampling, involving six students from class VII E at SMP Negeri 19 Bandar Lampung. Data were systematically collected through observation, written essay tests, and semi-structured interviews, and analyzed using data reduction, data display, and conclusion drawing with triangulation techniques for validation purposes.

    Main Findings: The results show that most students achieved high problem-solving ability, with 59.26% in the excellent category and 25.93% in the good category. Students performed best at the motivation stage (“I Can”) but showed lower performance in planning, evaluation, and generalization stages. High-performing students completed all stages systematically, while lower-performing students experienced difficulties beyond initial stages, especially in selecting appropriate strategies and verifying solutions.

    Novelty/Originality of this study: This study offers a detailed stage-based analysis of students’ mathematical problem-solving ability using the Wankat and Oreovocz framework, focusing on students’ actual performance rather than instructional strategies. It provides new insights into specific difficulties at each stage, particularly in planning, and contributes to advancing knowledge on how structured problem-solving frameworks can be applied to analyze students’ cognitive processes.

  • How to cite

    An Exploratory Study of Students’ Mathematical Problem-Solving Ability Based on Wankat and Oreovocz Theory. (2026). Interval: Indonesian Journal of Mathematical Education, 4(1), 7-13. https://doi.org/10.37251/ijome.v4i1.3212

    More Citation Formats

  • 41
    Abstract views
    37
    Downloads

    Metrics — Badges

    1. R. Shah and A. L. Gillen, “A systematic literature review of university-industry partnerships in engineering education,” Eur. J. Eng. Educ., vol. 49, no. 3, pp. 577–603, 2024, doi: 10.1080/03043797.2023.2253741. DOI: https://doi.org/10.1080/03043797.2023.2253741
    2. M. Van Lunenburg, “Accelerating social initiatives: An exploratory study on scaling in the social sector,” Public Manag. Rev., vol. 27, no. 4, pp. 1204–1223, 2025, doi: 10.1080/14719037.2024.2395497. DOI: https://doi.org/10.1080/14719037.2024.2395497
    3. J. M. Vaterlaus et al., “An exploratory study on college student pandemic recovery,” Soc. Sci. J., vol. 62, no. 2, pp. 454–477, 2025, doi: 10.1080/03623319.2024.2399998. DOI: https://doi.org/10.1080/03623319.2024.2399998
    4. O. A. Marzouk, “Benchmarking retention, progression, and graduation rates in undergraduate higher education across different time windows,” Cogent Educ., vol. 12, no. 1, pp. 1–38, 2025, doi: 10.1080/2331186X.2025.2498170. DOI: https://doi.org/10.1080/2331186X.2025.2498170
    5. H. Pineo, G. Moore, and G. Moore, “Built environment stakeholders’ experiences of implementing healthy urban development: An exploratory study,” Cities Heal., vol. 6, no. 5, pp. 922–936, 2022, doi: 10.1080/23748834.2021.1876376. DOI: https://doi.org/10.1080/23748834.2021.1876376
    6. M. Luberti, T. L. Rodgers, and P. Van Der Gryp, “Digital simulation workshops to enhance student learning of Chemical Engineering Thermodynamics,” Interact. Learn. Environ., vol. 1, no. 1, pp. 1–15, 2025, doi: 10.1080/10494820.2025.2529445. DOI: https://doi.org/10.1080/10494820.2025.2529445
    7. A. Elhilal and A. Elhilal, “Digital conceptual mapping for enhancing mathematical concept formation and creative mathematical problem-solving through cognitive flexibility skills: A mixed methods study,” Cogent Educ., vol. 12, no. 1, pp. 1–21, 2025, doi: 10.1080/2331186X.2025.2494945. DOI: https://doi.org/10.1080/2331186X.2025.2494945
    8. G. M. Tinungki et al., “Exploring the team-assisted individualization cooperative learning to enhance mathematical problem solving, communication and self-proficiency in teaching non-parametric statistics,” Cogent Educ., vol. 11, no. 1, pp. 1–27, 2024, doi: 10.1080/2331186X.2024.2381333. DOI: https://doi.org/10.1080/2331186X.2024.2381333
    9. G. Van Helden, V. Van Der Werf, J. Schleiss, G. Saunders-, and J. Schleiss, “FIETS: A tool for assessing the embedding of theory in engineering education intervention research,” Eur. J. Eng. Educ., vol. 3797, pp. 1–21, 2025, doi: 10.1080/03043797.2025.2532589. DOI: https://doi.org/10.1080/03043797.2025.2532589
    10. P. Partanen, B. Jansson, and Ö. Sundin, “Fluid reasoning, working memory and planning ability in assessment of risk for mathematical difficulties,” Educ. Psychol. Pract., vol. 36, no. 3, pp. 229–240, 2020, doi: 10.1080/02667363.2020.1736518. DOI: https://doi.org/10.1080/02667363.2020.1736518
    11. A. Hadjar, S. Backes, and A. Hadjar, “Gender, teaching style, classroom composition and alienation from learning: An exploratory study,” Educ. Res., vol. 65, no. 1, pp. 121–142, 2023, doi: 10.1080/00131881.2022.2143388. DOI: https://doi.org/10.1080/00131881.2022.2143388
    12. J. De et al., “Group sexual offending in Spain: An exploratory study,” J. Sex. Aggress., vol. 28, no. 2, pp. 164–177, 2022, doi: 10.1080/13552600.2021.1949499. DOI: https://doi.org/10.1080/13552600.2021.1949499
    13. L. Molnar and Y. Z. Hashimoto, “Homelessness during the Coronavirus Pandemic. Exploratory Study in Switzerland,” Deviant Behav., vol. 44, no. 2, pp. 296–311, 2023, doi: 10.1080/01639625.2022.2039045. DOI: https://doi.org/10.1080/01639625.2022.2039045
    14. S. Akinci-ceylan, B. Ahn, and S. Akinci-ceylan, “‘I think it’’ s probably one of the most important skills we could ever know’: Insights from early- career engineers on the preparedness of undergraduate degrees for the aerospace industry industry,’” Eur. J. Eng. Educ., vol. 50, no. 2, pp. 320–341, 2025, doi: 10.1080/03043797.2024.2380888. DOI: https://doi.org/10.1080/03043797.2024.2380888
    15. S. Suwarto, I. Hidayah, R. Rochmad, and M. Masrukan, “Intuitive thinking: Perspectives on intuitive thinking processes in mathematical problem solving through a literature review,” Cogent Educ., vol. 10, no. 2, pp. 1–14, 2023, doi: 10.1080/2331186X.2023.2243119. DOI: https://doi.org/10.1080/2331186X.2023.2243119
    16. P. Arthur and K. Zhukov, “Linking tone frequency and modulation discrimination to formal music education: An exploratory study,” Audit. Percept. Cogn., vol. 8, no. 3, pp. 173–188, 2025, doi: 10.1080/25742442.2025.2523225. DOI: https://doi.org/10.1080/25742442.2025.2523225
    17. B. Asare, Y. D. Arthur, and B. A. Obeng, “Mathematics self-belief and mathematical creativity of university students: The role of problem-solving skills,” Cogent Educ., vol. 12, no. 1, pp. 1–20, 2025, doi: 10.1080/2331186X.2025.2456438. DOI: https://doi.org/10.1080/2331186X.2025.2456438
    18. R. Grant et al., “Navigating access to medical gender affirmation in Tasmania, Australia: An exploratory study,” Int. J. Transgender Heal., vol. 25, no. 4, pp. 804–815, 2024, doi: 10.1080/26895269.2023.2276179. DOI: https://doi.org/10.1080/26895269.2023.2276179
    19. E. Evans, J. Bostic, and S. Yee, “Productive problem-solving behaviors of students with learning,” Investig. Math. Learn., vol. 17, no. 2, pp. 120–137, 2025, doi: 10.1080/19477503.2024.2396720. DOI: https://doi.org/10.1080/19477503.2024.2396720
    20. S. Dart, J. S. Cicek, S. Sohoni, and S. Dart, “REES AAEE special issue on engineering education research capability development: Introduction by guest editors,” Australas. J. Eng. Educ., vol. 28, no. 1, pp. 2–7, 2023, doi: 10.1080/22054952.2023.2231768. DOI: https://doi.org/10.1080/22054952.2023.2231768
    21. A. Valentine, B. Williams, and A. Valentine, “Scientometric analysis of the publishing behaviour of EU + UK authors in engineering education and further afield,” Eur. J. Eng. Educ. ISSN, vol. 49, no. 2, pp. 389–410, 2024, doi: 10.1080/03043797.2023.2287126. DOI: https://doi.org/10.1080/03043797.2023.2287126
    22. A. Lia et al., “Sexual orientation and moral reasoning: An exploratory study,” Cogent Psychol., vol. 12, no. 1, pp. 1–10, 2025, doi: 10.1080/23311908.2025.2485746. DOI: https://doi.org/10.1080/23311908.2025.2485746
    23. B. Chechan, E. Ampadu, A. Pears, and E. Ampadu, “Student strategies for digital tool use in mathematical problem solving,” Int. J. Math. Educ. Sci. Technol., vol. 57, no. 3, pp. 571–590, 2026, doi: 10.1080/0020739X.2025.2457361. DOI: https://doi.org/10.1080/0020739X.2025.2457361
    24. J. Sidenvall, C. Granberg, J. Lithner, and B. Palmberg, “Supporting teachers in supporting students’ mathematical problem solving,” Int. J. Math. Educ. Sci. Technol., vol. 55, no. 10, pp. 2389–2409, 2024, doi: 10.1080/0020739X.2022.2151067. DOI: https://doi.org/10.1080/0020739X.2022.2151067
    25. J. Olsson and C. Granberg, “Teacher-student interaction supporting students’ creative mathematical reasoning during problem solving using Scratch,” Math. Think. Learn., vol. 26, no. 3, pp. 278–305, 2024, doi: 10.1080/10986065.2022.2105567. DOI: https://doi.org/10.1080/10986065.2022.2105567
    26. S. Friedman, S. A. Morrison, L. Todd, S. Friedman, S. A. Morrison, and L. Todd, “The messy middle: An exploratory study of adolescent environmentalists in North Carolina,” Environ. Educ. Res., vol. 30, no. 9, pp. 1604–1618, 2024, doi: 10.1080/13504622.2024.2342935. DOI: https://doi.org/10.1080/13504622.2024.2342935
    27. K. J. M. Bennett et al., “The practice behaviors of expert league of legends players: An exploratory study,” Int. J. Human–Computer Interact., vol. 42, no. 4, pp. 2279–2291, 2026, doi: 10.1080/10447318.2025.2527842. DOI: https://doi.org/10.1080/10447318.2025.2527842
    28. R. Herold-blasius, “The role of strategy keys in enhancing heuristics and self-regulation in mathematical problem-solving: A qualitative, explorative, and type-building study with primary school students,” Investig. Math. Learn., vol. 17, no. 4, pp. 289–308, 2025, doi: 10.1080/19477503.2024.2430135. DOI: https://doi.org/10.1080/19477503.2024.2430135
    29. N. Ghasem, “The significance of artificial intelligence and machine learning in contemporary chemical engineering curriculum,” Cogent Educ., vol. 12, no. 1, pp. 1–17, 2025, doi: 10.1080/2331186X.2025.2560057. DOI: https://doi.org/10.1080/2331186X.2025.2560057
    30. J. L. González and J. R. Barroso, “Transcendent and cardinal virtues in university students. An exploratory study,” J. Hum. Behav. Soc. Environ., vol. 00, no. 00, pp. 1–23, 2025, doi: 10.1080/10911359.2025.2541655. DOI: https://doi.org/10.1080/10911359.2025.2541655
    31. L. Hellström, A. Lundberg, L. Hellström, and A. Lundberg, “Understanding bullying from young people’s perspectives: An exploratory study,” Educ. Res., vol. 62, no. 4, pp. 414–433, 2020, doi: 10.1080/00131881.2020.1821388. DOI: https://doi.org/10.1080/00131881.2020.1821388
    32. F. Asanjarani, F. D. Abadi, M. Ghomi, M. Woudstra, and J. Mesman, “Video observations of maternal sensitivity in urban and Rural Iran: An exploratory study,” Attach. Hum. Dev., vol. 23, no. 2, pp. 164–175, 2021, doi: 10.1080/14616734.2020.1828532. DOI: https://doi.org/10.1080/14616734.2020.1828532