Preview, Question, Read, Reflect, Recite, Review Learning Strategy on Mathematical Ploblem-Solving Ability with the Assistance of Mural Software

Electronic Journal of Education, Social Economics and Technology Vol. 6, No. 2, (2025), pp. 1~6, Article ID: 882 ISSN 2723-6250 (online) DOI: https://doi.org/10.33122/ejeset.v6i2.882 Research Article Preview, Question, Read, Reflect, Recite, Review Learning Strategy on Mathematical Ploblem-Solving Ability with the Assistance of Mural Software Nur Fadhilah, Rohantizani*, Amam Taufiq Hidayat, Erna Isfayani, Nur Elisyah & Mursalin Department of Mathematics Education, Universitas Malikussaleh, Aceh Utara, 24355, Indonesia *Corresponding Author: | Phone:+62 85260223111 ABSTRACT The low level of students mathematical problem-solving ability remains a challenge in mathematics education, often resulting from limited engagement, lack of active reading, and ineffective instructional strategies. This study aimed to investigate the effect of the PQ4R (Preview, Question, Read, Reflect, Recite, Review) learning strategy on students mathematical problem-solving ability, supported by Mural software as a digital learning aid. The research employed a quantitative approach using a quasi-experimental design involving two tenth-grade classes at SMA Negeri 1 Kuta Makmur. The experimental group received instruction using the PQ4R strategy integrated with Mral software, while the control group wa taught using conventional methods. Data were obtained through pretest and posttest consisting of essay questions based problem-solving indicators. The Mann-Whitney U test wa used for hypothesis testing. The findings show that the PQ4R learning strategy, when assistes by Mural software, has a significant effect on students mathematical problem-solving ability. Keywords: Mural software; PQ4R strategy; Problem-solving 1. INTRODUCTION Mathematics is a discipline closely associated with logical reasoning, involving concepts of form, quantity, structure, and interrelation (Wulandari et al., 2024). Therefore, mathematics education is not limited to acquiring formulas and procedures but involves deep conceptual understanding and the ability to apply knowledge to solve problems. This is in accordance whit research Hidayat (2025) which states that the role of mathematics is important in developing abilities as a basis for making decisions in life. As noted by Fatimah (2023) mathematics should equip students with the problem-solving skills needed to navigate real file situations. The National Council of Teachers of Mathematics (NCTM, 2000) emphasizes five key mathematical competencies, including problem-solving, reasoning and proof, communication, connections, and representation. Among these, problem-solving is central as it requires students to analyze unfamiliar situations, plan effective strategies, and apply appropriate methods (Rosfarianti et al., 2021). According to Ramadhan & Kusuma (2025) Problem solving is not only about teaching students to find solutions to certain problems but also about training to think logically and systematically. This is in line with Syahruddin (2021) research which states that problem-solving skills are one of the skills that students must master in learning mathematics, because problem-solving is the ability to observe and solve problems according to applicable rules. Based on the results of the Program for International Student Assessment (PISA), Indonesia students continue to underperform in mathematics, raking 73 out of 79 participating countries in 2018 and 69 out of 80 countries in 2022 (Siregar & Hasratuddin, 2022). These PISA outcomes indicate that Indonesia has not yet achieved optimal levels of mathematical understanding. The findings suggest that students particularly struggle with solving contextual and non-routine problems that require higher-order thinking skills (Rosehana & Haerudin, 2023). In addition to the data obtained from the PISA results, a preliminary observation was also conducted through interviews with the mathematics teacher at SMA Negeri 1 Kuta Makmur. The interviews revealed that students tend to consider mathematics as a difficult subject, especially when dealing with problems that involve indicators of mathematical problem-solving ability. Furthermore, an initial assessment was carried out by giving story problems that reflect indicators of problem-solving ability to find out the extent of students' mathematical problem-solving ability at the school. The indicators of problem-solving ability applied are the indicators developed by Polya, namely understanding the problem, devising a plan, carrying out the plan, looking back (Syahruddin et al., 2021). Page 1 of 6 Fadhilah et al. Electronic Journal of Education, Social Economic and Technology, Vol. 6, No. 2, (2025), pp.1~6, Article ID: 882 Analysis of student responses showed frequent errors in identifying known and unknown information, choosing and applying formulas, and checking final answers. Specifically, among 15 students tested, 46.7% failed to understand the problems, 80% struggled with planning solutions, 86.7% encountered difficulties in executing their plans, and 80% failed to review their work correctly. According to Nufus & Mursalin (2020) one of the reasons for the low mathematics learning outcomes of students is because many students consider math difficult to learn and the characteristics of mathematics are abstract so that students consider math a difficult lesson. This is supported by Interviews with mathematics teachers confirmed that students tend to perceive mathematics as difficult, especially when presented in a problem-based or contextual format. The most common teaching approach used is expository, which relies heavily on lectures with minimal student interaction. As a result, students do not have the opportunity to be actively involved in the problem-solving process. To address this issue, teaching strategies that support active learning are needed. One such method is the PQ4R (Preview, Question, Read, Reflect, Recite, Review) learning strategy, which encourages students to become more engaged readers and critical thinkers. According to Hasanah (2023), one strategy that is suitable for guiding students to be more diligent in reading, asking questions, and repeating lessons is the PQ4R learning strategy. The PQ4R learning strategy is a learning strategy that helps the teaching and learning process in the classroom by reading books and exploring the ability to build thinking structures before reading, by presenting questions that function as guides for students in analyzing the information needed from the text (Refariza et al., 2020). According to Lutfianasari & Nasikah (2024), the use of the PQ4R strategy also influences students' critical thinking skills and learning independence. P stands for Preview (skimming quickly), Q is Question (asking questions), and 4R stands for Read (reading), Reflect (informing), Recite (repeating orally), Review (repeating the whole) (Mutazam, 2020). According to Saputra & Diana (2022) the advantages of the PQ4R learning strategy are (...truncated)