Adversity Quotient and Resilience in Mathematical Proof Problem-Solving Ability

Hakim, Fauziah; Murtafiah, Murtafiah

doi:10.24252/mapan.2020v8n1a7

Cited by 4 publications

(7 citation statements)

References 29 publications

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“…Therefore, mathematical resilience is an attitude of confidence and belief in solving mathematical problems without any promptings they are difficult (Fitri et al, 2019). Some of its indicators include thinking patterns, struggles, selfconfidence, having support, optimism, perseverance, and being able to have self-control in difficult situations (Hakim & Murtafiah, 2020;Johnston-Wilder et al, 2016;Lee & Johnston-Wilder, 2017).…”

Section: Mathematical Resiliencementioning

confidence: 99%

“…Teachers also need to instill the nature of having high mathematical resilience in students to enhance their selfconfidence and belief in their ability to solve problems in mathematics, eliminate fear and anxiety, and be aware of support from other places (Johnston-Wilder et al, 2016;Lee & Johnston-Wilder, 2017). A positive mathematical resilience has the ability to support students in solving mathematical problems and increase their preparedness to face these problems (Hakim & Murtafiah, 2020;Hidayatul et al, 2020;Muntazhimah & Ulfah, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Considering the Mathematical Resilience in Analyzing Students' Problem-Solving Ability through Learning Model Experimentation

Fitriani¹,

Herman²,

Fatimah³

2023

INT J INSTRUCTION

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The ability to solve mathematical problems is desired in the 21st century due to its function in improving students' mathematical skills. However, it is observed to be very low among students and this implies there is a need for an appropriate learning model such as blended learning which can be taught online and offline to conduct problem-based learning activities. This research aims to determine (1) the difference in mathematical problem-solving abilities between students taught using a blended learning model and those with problem-based learning by considering their mathematical resilience and (2) the influence between mathematical resilience and students' problem-solving abilities. This is quantitative research conducted using a pretest-posttest randomized experimental design on 233 students at the 7thgrade. The data were collected using tests and questionnaires. The research data analysis technique used was covariance analysis (ANCOVA). The quadrant analysis of the covariance test showed the value of F(1.231) was 12.260 at 0.001 <0.05, and this means there are differences in problem-solving abilities between the two classes of students based on their mathematical resilience. The test concerning the influence showed 0.000 < 0.005, which indicates an influence between mathematical resilience and student problem-solving abilities at 79.8%. The results showed that these two skills influence each other and can improve students' ability to solve mathematical problems. Therefore, in addition to selecting an active learning model for students, educators also need to instill positive mathematical resilience during the learning process due to its effectiveness in increasing the confidence and persistence of students in solving problems.

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Section: Mathematical Resiliencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Considering the Mathematical Resilience in Analyzing Students' Problem-Solving Ability through Learning Model Experimentation

Fitriani¹,

Herman²,

Fatimah³

2023

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…Selain model pembelajaran, faktor non kognitif juga mempberikan efek yang besar terhadap prestasi belajar matematika (Pitsia, Biggart, & Karakolidis, 2017;Pipere & Mieri, 2017;Lazarides & Buchholz, 2019). Salah satu faktor non kognitif tersebut adalah Adversity Quotient (AQ) yang dimiliki siswa (Hakim & Murtafiah, 2020). AQ merupakan kecerdasaan yang dimiliki individu dalam mengatasi setiap kesulitan yang muncul (Hidayat & Sariningsih, 2018).…”

Section: Pendahuluanunclassified

“…Hasil penelitian ini sejalan dengan hasil penelitian Huda & Mulyana (2018) yang menyatakan siswa yang memiliki AQ yang tinggi (climber) memperoleh prestasi belajar tinggi, siswa yang memiliki AQ yang sedang (camper) memperoleh prestasi belajar sedang, dan siswa yang memiliki AQ yang rendah (quitter) memperoleh prestasi belajar rendah. Hal tersebut sejalan dengan (Hakim & Murtafiah, 2020) yang menyatakan bahwa AQ memberikan pengaruh positif terhadap kemampuan pemecahan masalah siswa, semakin tinggi AQ maka semakin tinggi kemampuan pemecahan masalah yang dimiliki siswa.…”

Section: Hasil Dan Pembahasanunclassified

Effectiveness of Problem Based Learning (PBL) on Mathematics Learning Achievement in terms of Student Adversity Quotient (AQ)

2021

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Innovative learning models have an influence on student achievement. This study aims to determine whether the PBL learning model is more effective than the STAD learning model (learning model that has been applied in schools) on mathematics learning achievement, whether there is a difference in the effect of the AQ of climber, camper, and quitter category students on mathematics learning achievement, and whether there is the interaction between the learning model and students' AQ on mathematics learning achievement. This research is in the form of quantitative research. The sample was taken using a simple random sampling technique where the experimental class was taught using the PBL learning model and the control class was taught using the STAD learning model. The data collection technique used the Questionnaire method for AQ data and the test method for students' mathematics learning achievement data. The data technique used a two-way unequal cell analysis of variance test with a 2×3 matrix and a further test using the Scheffe test. The results of hypothesis testing with a significance level (α) = 5% indicate that there is a difference in the effect of the learning model on mathematics learning achievement (Fobs=19.97 and Fα=4.13), there are differences in the effect of each AQ category on mathematics learning achievement (Fobs=94.59 and Fα=3.28), and there is no interaction between the learning model and students' AQ on mathematics learning achievement (Fobs=2.39 and Fα=3.28).

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“…Adversity Quotient memberikan pengaruh yang positif dan searah, diperinci berdasarkan uji regresi yang menunjukkan setiap kenaikan Adversity Quotient sebesar satu satuan akan meningkatkan hasil belajar matematika sebesar 1,305. Hal ini selaras dengan penelitian yang dilakukan oleh Hakim & Murtafiah [12] yang menunjukkan bahwa resiliensi dan Adversity Quotient mempengaruhi secara positif terhadap kemampuan pemecahan masalah peserta didik. Hubungan yang positif ini mengarahkan bahwa Adversity Quotient harus ditingkatkan untuk meningkatkan hasil belajar peserta didik.…”

Section: Diskusiunclassified

Hubungan Adversity Quotient dan Hasil Belajar Matematika Peserta Didik dalam Pembelajaran Jarak Jauh di SMP

Laili¹

2021

jhass

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Masa pandemi ini sangat mempengaruhi perkembangan siswa dalam melaksanakan kegiatan pembelajaran sehingga harus melakukan pembelajaran jarak jauh. Siswa dikatakan berhasil mengikuti pembelajaran dengan baik dengan melihat hasil belajarnya. Adversity Quotient merupakan salah satu kecerdasan yang dimiliki untuk mengenali kesulitan diri sendiri dan mampu mengubahnya sebagai potensi untuk mengatasi kesulitan. Hal ini penting dilakukan mahasiswa dalam kegiatan pembelajaran jarak jauh kali ini. Penelitian ini bertujuan untuk mengetahui hubungan antara Adversity Quotient dengan hasil belajar matematika. Subjek dalam penelitian ini adalah siswa kelas VII di Depok. Metode penelitian yang digunakan adalah survei dengan analisis data deskriptif. Pengumpulan data menggunakan media Google Form dengan menyebarkan kuesioner yang berjumlah 16 item pernyataan. Responden dalam penelitian ini berjumlah 130 siswa, dengan 61 siswa laki-laki dan 69 siswa perempuan. Hasil yang diperoleh dalam uji korelasi penelitian ini memiliki nilai sig. 0,000 <0,05. Dapat disimpulkan bahwa terdapat hubungan yang signifikan dan positif antara Adversity Quotient dengan hasil belajar siswa. Relationship between Adversity Quotient and Students' Mathematics Learning Outcomes for Distance Learning in Junior High Schools This pandemic period greatly affects the development of students in carrying out learning activities so they have to do distance learning. Students are said to be successful in following the learning well by seeing the learning outcomes. Adversity Quotient is one of the intelligences possessed to recognize one's own difficulties and be able to change them as potential to overcome difficulties. This is important for students in distance learning activities at this time. This study aims to determine the relationship between Adversity Quotient and mathematics learning outcomes. The subjects in this study were 7th grade students in Depok. The research method used was a survey with descriptive data analysis. Collecting data using Google Form media by distributing questionnaires with a total of 16 statement items. Respondents in this study were 130 students, with 61 male students and 69 female students. The results obtained in the correlation test of this study have a sig value. 0.000 <0.05. It can be concluded that there is a significant and positive relationship between Adversity Quotient and student learning outcomes.

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Adversity Quotient and Resilience in Mathematical Proof Problem-Solving Ability

Cited by 4 publications

References 29 publications

Considering the Mathematical Resilience in Analyzing Students' Problem-Solving Ability through Learning Model Experimentation

Considering the Mathematical Resilience in Analyzing Students' Problem-Solving Ability through Learning Model Experimentation

Effectiveness of Problem Based Learning (PBL) on Mathematics Learning Achievement in terms of Student Adversity Quotient (AQ)

Hubungan Adversity Quotient dan Hasil Belajar Matematika Peserta Didik dalam Pembelajaran Jarak Jauh di SMP

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