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

Abstract

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.

Mathematical Resilience, Habits of Mind, and Sociomathematical Norms by Senior High School Students in Learning Mathematics: A Structured Equation Model

“…This is in line with the research findings of Hutauruk and Priatna (2017) reveal that mathematical resilience has a positive effect on positive responses in learning mathematics as indicated by students' thinking habits. Other studies have also revealed that mathematical resilience has a positive effect on the thought process for solving problems (Fitriani et al, 2023).…”

“…The results of research conducted by Hutauruk and Priatna (2017) revealed that mathematical resilience has a positive effect on positive responses in learning mathematics as indicated by students' thinking habits. Other studies have also confirmed that mathematical resilience has a positive effect on thought processes for solving problems (Fitriani et al, 2023). Therefore, from some of these studies it is necessary to analyze in more depth the relationship between mathematical resilience, habits of mind and sociomathematical norms in the process of learning mathematics.…”

Meta-Analysis : The Effect of Mathematical Resilience to Mathematical Problem Solving Ability

“…Students who have high mathematical resilience do not give up easily and always try to face difficulties in mathematics, always have an open attitude, are confident and always have the enthusiasm to succeed (Rohmah et al, 2020). According to Fitriani et al (2023), students who have positive resilience usually do not give up easily when facing problems, while students who have negative resilience are characterized by feelings of anxiety, avoidance of problems, negative thought patterns, and helplessness or difficulty in solving these problems. According to Cahyaningsih et al (2021), students who have high mathematical resilience have good self-control so they are able to avoid mathematics anxiety and thus obtain better results in solving non-routine problems.…”

“…The effect of mathematical resilience to the ability to solve mathematical problems quantitatively has been widely researched. This research was conducted by Budiastuti & Supardi (2020), Attami et al (2020), Fatimah et al (2021, Cahyaningsih et al (2021), Lutfiyana et al (2022), Yuniar et al (2022), Kuncoro & Juandi (2023), Fitriani et al (2023), Olo et al (2023), andArjun &Muntazhimah (2023). However, this research only focuses on certain levels of education such as elementary, middle and high school.…”

Analysis of Student’s Mathematical Problem Solving Abilities Based on Heuristic Strategy of Krulik and Rudnick Types

“…Mathematics is also a basic science that has an important role to achieve mathematics learning goals, so various mathematical abilities are needed, one of which is the ability to solve mathematical problems (Dina &;Siregar, 2022). The ability to solve mathematical problems has become very desirable in the 21st century because it is very functional in improving mathematical skills, but in reality this ability is still very low (Herman &;Fatimah, 2023). In fact, problem-solving ability is an important aspect of mathematical activities, where this ability can be practiced using heuristic strategies in learning (Rosyada &;Retnawati, 2021).…”