How Is the Thinking Process of Students in Solving Math Problems Based on the Adversity Quotient in High School?

Abstract

Mathematics is always related to simple problems to complex problems. The problems given affect the thinking process of students. The problem-solving process also requires hard work to overcome the existing difficulties or what is called the adversity quotient. This study aims to determine the thought processes of climber and quitter in solving math problems. This research is qualitative research, with research subjects consisting of nine students from class eleven in senior high school. Subject selection using purposive sampling. The research subjects were selected based on the results of the Adversity Quotient questionnaire. The data collection method in this research is by observation, test, and interview method. Data validation was carried out by method triangulation. The data analysis technique used in this research according to Miles and Huberman, namely data reduction, data presentation, and drawing conclusions or verification. The results showed that the thinking process in solving the problems of the climber and quitter students met the indicators of the predicative thinking process.

Student’s Reversible Thinking Processes: An Analysis Based on Adversity Quotient Type Climbers

“…When understanding the problem, both subjects analyze the information about the problem by identifying the known information and asking questions using their own language mathematically. Riswang et al (2021) explained that in identifying problems and determining goals, AQC subjects use their own words to express aspects of the question that are known and asked. Karimah et al (2018) also concluded that students in the climber category are able to identify existing information and relationships between information relevant to problemsolving.…”

Profile of Junior High School Students’ Symbol Sense Thinking

“…Mathematics is one of the most important tools for the development of thinking skills, these skills are needed by students to describe ideas in the form of recognizable abilities and intelligence and to solve problems (Bradbury, 2013;Kızıltoprak & Köse, 2017). When students are faced with a problem, it will affect the thinking process in such a way that the student finally knows the answer to the problem (Nurpratiwi & Setianingsih, 2021;Pamungkas et al, 2021). Thinking skills are important for educated people to face a rapidly changing world (Cottrell, 2023;Gough, 1991).…”