A Strategy for Building Mathematical Problem-Solving Ability Using Concrete, Pictorial, Abstract (CPA) Representation
Hamdan Sugilar1,2*, Nabilah Ulfah2, Iyon Maryono2, Wahyudin1

1. Mathematics Education Study Program, Indonesia University of Education
Jl. Dr. Setiabudhi No. 229, Bandung, West Java, Indonesia
2. Mathematics Education Study Program, Sunan Gunung Djati State Islamic University, Bandung
Jl. Soekarno Hatta, Gedebage District, Bandung City

Abstract

This study aims to identify strategies for developing students^ mathematical problem-solving skills by using Ken Watanabe^s mathematical representations through the Concrete, Pictorial, and Abstract (CPA) model. The research method employed is qualitative descriptive, designed to build an understanding and formulate ideas regarding the topic under investigation. This understanding encompasses various perspectives and the relationships between subjects or concepts examined from diverse literature and theories. The results indicate that Ken Watanabe^s problem-solving steps consist of four stages: (1) understanding the current situation, (2) identifying the root cause of the problem, (3) developing an effective action plan, and (4) executing and evaluating the plan until the problem is resolved. One method for developing an effective action plan is to implement the CPA model, in which the pictorial stage uses images or diagrams to represent mathematical problems. Through the CPA approach, students^ mathematical problem-solving skills are expected to improve, thereby making mathematics learning more meaningful

Keywords: Concrete, Pictorial, Abstract (CPA), Ken Watanabe, Mathematical Problem Solving

Topic: Education for sustainable development