Social Approach of Educators in Mathematics Learning to Students' Ability to Solve Story Problems (Study on Students of SMAN 2 Kusambi)

Abstract

Abstract: This study aims to analyze the role of educators' social approaches in mathematics learning and their impact on students' ability to solve word problems at SMAN 2 Kusambi. The main problems found are students' low ability to understand problem texts, construct mathematical models, choose solution strategies, maintain calculation accuracy, and have the courage to present answers. Therefore, this study emphasizes how interpersonal communication patterns, motivation, teacher role modeling, collaboration, and providing practical examples influence the mathematics learning process. The method used is qualitative research with a case study approach. The research informants consisted of mathematics teachers and 11th grade students at SMAN 2 Kusambi who were selected purposively. Data were collected through in-depth interviews, participatory observation, and documentation, then analyzed using Miles and Huberman's interactive model. Data validity was tested using source, method, and time triangulation techniques. The results showed that the social approach of educators had a significant impact on improving students' abilities in story problems. First, open interpersonal communication made it easier for students to understand the text of the problem by identifying keywords and important information. Second, providing practical examples helped students develop more systematic mathematical models. Third, collaboration and group participation enriched problem- solving strategies and trained critical thinking. Fourth, the teacher's motivational encouragement improves students' accuracy and precision in calculations. Fifth, the teacher's exemplary attitude encourages students to present their answers in a coherent, logical, and accountable manner.