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One of the factors that inhibit the success of students in constructing the problem-solving process is that students are not able to identify the type of mathematical connection that should be built in the problemsolving process. Therefore, the purpose of this study is to discuss the types of mathematical connections that occur in the stages and between stages of Polya. Identification of the type of connection in each stage and between stages of solving the Polya problem is defined as intraconnection and mathematical interconnection. The purposive sampling technique was used to select two students who had a tendency to productive connective thinking with complete connective thinking networks. Worksheets and recordings of the three students' thinking are analyzed using a qualitative descriptive approach. In the intraconnection process can be described the formation of a network of understanding connections, hierarchical connections, connections if so, equivalent representation connections, and procedural connections. Whereas in the interconnection process there is the formation of network connection planning, syntax or plan execution, and connection evaluation. The conclusion of the research results is the formation of five connection networks in the intraconnection process and three connection networks in the interconnection process.

The Process of Intraconnection and Interconnection in Mathematical Problem Solving based on Stages of Polya