Improving Elementary School Students' Problem-Solving and Collaboration Skills in Mathematics Using the SOLID Model

Abstract

This study aims to describe teacher and student activities and analyze the improvement of problem-solving and collaboration skills among second-grade students at SDN Antasan Kecil Timur 1 Banjarmasin in Mathematics through the innovative SOLID model (Problem-based questions, Involve all students, and Discussion and evaluation) assisted by question-card media. The primary issues underlying this research are the students' low ability to solve word problems on arithmetic operations and the dominance of specific students within groups due to teacher-centered learning. Utilizing Classroom Action Research (CAR) conducted over four sessions with 28 second-grade students, data were collected through process observations and cognitive learning outcome tests. The results demonstrated consistent quality improvements across each session. By the final meeting, teacher activity achieved the "Excellent" criterion (score of 32), and classical student activity reached 89%. Significant enhancements were also observed in classical problem-solving skills, which surged from 14% to 89%, as well as group collaboration skills, which reached 86% because the randomized numbering system effectively eliminated the free-rider effect. The accumulation of these successes resulted in a 100% achievement of classical mastery in individual learning outcomes. It can be concluded that the implementation of the SOLID model assisted by question-card media is proven effective in sustainably improving student activities, problem-solving skills, collaboration, and learning outcomes.