The Association Between Sociodemographic Factors and Teachers’ Guidance Towards Students’ Adversity Quotient

Abstract

This paper aims to report results of research on the association between sociodemographic indicators and teachers’ efforts to help students cope with problems and help build students’ Adversity Quotient. A questionnaire in the form of self-report inventory was distributed to 102 fourth, fifth, and sixth grade students of A- and C-accredited primary schools in Bantul Regency, Yogyakarta, Indonesia. Multiple regression and inductive reasoning were used for analysis. FGDs with teachers were conducted in order to explore teachers’ efforts in helping improve students’ adversity quotient. Research results showed that students who were middle child had significantly lower AQ compared to those of first-born or earlier-born child, while sixth-graders had significantly higher AQ scores compared to fourth graders, and children whose fathers were skilled workers had greater odds of having high AQ. Teachers had already done some LEAD sequence, but had not guided students to explore and analyze the problem by themselves. The results have some implications for the education policy to integrate religious teachings into the curriculum that can facilitate the improvement of students’ Adversity Quotient.

The Role of Adversity Quotient in the Field of Education: A Review of the Literature on Educational Development

“…This reinforces the view that adversity quotient can be used to determine one's ability to control and solve problems (Nahrowi et al, 2020). Therefore, actions can be taken in accordance with the needs of students as directed guidance to students to improve their adversity quotient (Listiawati & Sebayang, 2019). Through directed guidance, adversity quotient can be improved to provide opportunities for students to achieve success by taking advantage of weaknesses and making improvements.…”

“…In creating the desired behavior, there will undoubtedly be challenges that must be overcome to achieve the desired goals. Through education, one can take advantage of opportunities and overcome changes in the environment (Shultz, as cited in Listiawati & Sebayang, 2019).…”

Kemampuan Adversity Quotient pada Anak Usia Dini Pasca Covid-19

“…Studi terdahulu melaporkan bahwa AQ dipengarui oleh urutan kelahiran, usia, dan pekerjaan orangtua (Listiawati & Sebayang, 2019). Anak yang lahir pertama dan terakhir dilaporkan memiliki AQ lebih tinggi daripada anak tengah.…”

Applying rasch model: adversity quotient analysis of students in mathematics

“…Adversity Quotient pertama kali diperkenalkan oleh Paul G. Stoltz pada tahun 1997(Effendi & Khairani, 2015. Adversity Quotient (AQ) adalah kemampuan yang diperlukan siswa untuk mengatasi kesulitan atau kesusahan dan menjadikan kesulitan tersebut sebagai peluang untuk mencapai suatu tujuan (Effendi & Khairani, 2016;Listiawati & Sebayang, 2019;Shen, 2014;Suryadi & Santoso, 2017).…”

“…Begitu juga kebalikannya, semakin rendah Adversity Quotient siswa maka semakin rendah pula semangat juangnya dalam menyelesaikan masalah. Adversity Quotient dianggap dapat menjadi salah satu alat ukur untuk mengukur keberhasilan siswa dalam menghadapi masalah (Listiawati & Sebayang, 2019).…”