https://jprinsip.ejournal.unri.ac.id/index.php/jpri <p>Jurnal PRINSIP Pendidikan Matematika (p-ISSN: 2656 - 2375, e-ISSN: 2723-5521) is a journal that has articles from the results of research and critical analysis studies in mathematics education and learning. The purposes of Jurnal PRINSIP Pendidikan Matematika are to be (1) a sustainable publication media in mathematics education, (2) a media of critical thinking documentation based on mathematics education, (3) a media that will support the accreditation of higher education especially Mathematics Education Department. Jurnal PRINSIP Pendidikan Matematika published twice a year (November and May), published by the Mathematics Education Department, FKIP, Universitas Riau. Editors accept articles that have never been published by any media, both inside and outside the country. Authors must submit articles that have been checked and guaranteed authenticity, or are a continuation of articles previously published in conferences and/or journals. Before submitting, please ensure that your article has used the journal paper template. The author must refer to the format and writing style of the Jurnal PRINSIP Pendidikan Matematika (please download and use the template provided for the initial submission). Any article that does not meet the requirements based on the guidelines for the author, will not be processed.</p> Prodi. Pendidikan Matematika, FKIP, Universitas Riau en-US Jurnal Prinsip Pendidikan Matematika 2656-2375 https://jprinsip.ejournal.unri.ac.id/index.php/jpri/article/view/318 <p><em>. </em><em>This study aims to analyze students' mathematical problem-solving abilities on similarity material based on Polya’s stages and supported by metacognitive processes. This descriptive qualitative study involved three seventh-grade students at UPTD SMPN 6 Kupang Tengah selected purposively based on ability levels: high (SKT), medium (SKS), and low (SKR). Data were collected through mathematical problem-solving tests and semi-structured interviews. The results show that high-ability students (SKT) successfully completed all stages of Polya’s problem-solving steps while demonstrating strong metacognitive regulation, including planning, monitoring, and evaluating their strategies. Medium-ability students (SKS) were able to understand the problem and plan a solution but exhibited weak monitoring and evaluation, leading to errors in executing strategies. Low-ability students (SKR) showed limited conceptual understanding and minimal metacognitive awareness, resulting in difficulties in planning, executing, and reviewing their solutions. These findings highlight that differences in students’ problem-solving performance are strongly influenced by their metacognitive skills and conceptual understanding of proportional relationships. The study emphasizes the need for learning designs that strengthen metacognitive processes and apply differentiated instructional strategies to accommodate students' varying abilities.</em></p> <p>&nbsp;</p> Maria Sindi Klaudia Anu Kristoforus Djawa Djong Yerum Lapaidemang Copyright (c) 2025 Jurnal Prinsip Pendidikan Matematika https://creativecommons.org/licenses/by-nc-sa/4.0 2025-11-30 2025-11-30 8 2 1 13 10.33578/prinsip.v8i2.318