Creative thinking skill with adversity quotient based on lesson study for learning community

Putri, Inge Wiliandani Setya; Trapsilasiwi, Dinawati; Hobri, H; Oktavianingtyas, Ervin; Safrida, Lela Nur; Aini, Nurul

doi:10.1088/1742-6596/1211/1/012110

Cited by 4 publications

(7 citation statements)

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“…Table 4 indicates that the role of adversity quotient was most on ability (50.00%). The abilities associated with adversity quotient included adaptability (Tian & Fan, 2014) and creative thingking abilities (Putri et al, 2019). Furthermore, the most common role was found in knowledge and understanding (27.78%), followed by achievements (16.67%), and a positive attitude (5.56%).…”

Section: The Role Of Adversity Quotient Identified From Adversity Quomentioning

confidence: 99%

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

Juwita¹,

Roemintoyo²,

Usodo³

2020

INT J EDUC METHODOL

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Adversity Quotient is a person's response to overcoming obstacles or problems. Barriers experienced, and the ability to overcome these obstacles vary in each person. This study was a literature review study focusing on adversity quotient in the field of education. This study reviewed several manuscripts that concentrated on research design, type of participants, and the critical role of adversity quotient in the field of education. A total of 18 articles were analyzed by exploring and reviewing manuscripts from trusted database journals, namely Scopus, Science Direct, and ERIC. This review explored three aspects of educational adversity quotient publications, including 1) the type of research design used in research related to adversity quotient in the field of education, 2) the types of participants chosen in research related to adversity quotient, and 3) the role of adversity quotient in education. Based on the results of manuscript reviews, adversity quotient research shows a great influence in the field of education. Research on adversity quotient shows that 1) descriptive and experimental research is the most commonly used design; 2) research participants in adversity quotient research are dominated by students, especially university students; 3) the role of adversity quotient is much shown in learning outcomes in the field of skills.

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Section: The Role Of Adversity Quotient Identified From Adversity Quomentioning

confidence: 99%

“…Other research by Putri et al (2019) was also carried out on the seventh-grade students using the ARP instrument to collect the data. This study shows that there are differences in the ability to think creatively in students with adversity quotient types of climbers, campers, and quitters.…”

Section: The Role Of Adversity Quotient Identified From Adversity Quomentioning

confidence: 99%

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

Juwita¹,

Roemintoyo²,

Usodo³

2020

INT J EDUC METHODOL

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“…Kemampuan berpikir kritis adalah kemampuan berpikir secara sistematis dan memahami keterkaitan antar berbagai ide untuk digunakan dalam memecahkan masalah (Hidayah et al, (Hidayah et al, 2016;Alcantara & Bacsa, 2017;Putri et al, 2019;Rosyadi, 2021). Berpikir kritis menekankan pada proses berpikir yang memiliki enam unsur, diberi nama FRISCO, yaitu Focus (fokus), Reason (alasan), Inference (simpulan), Situation (situasi), Clarity (kejelasan) dan Overview (memeriksa kembali) Rohmatin, 2012).…”

Section: Pendahuluanunclassified

Kemampuan Berpikir Kritis Siswa SMP Dalam Menyelesaikan Masalah Matematika Ditinjau Dari Adversity Quotient (Aq)

Astiantari

Pambudi

Oktavianingtyas

et al. 2022

AJPM

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AbstrakKemampuan berpikir kritis dengan tahapan focus, reason, inference, situation, clarity, dan overview serta kemampuan daya juang (adversity quotient) memiliki peranan sangat penting dalam aktivitas memecahkan masalah matematika. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa dalam menyelesaikan masalah ditinjau dari adversity quotient (AQ). Penelitian deskriptif kualitatif ini dilakukan di sebuah SMP di Jember, Indonesia, pada bulan September 2021. Pengumpulan data menggunakan metode angket Adversity Response Profile (ARP), tes tertulis berpikir kritis, serta wawancara. Hasil pemberian angket ARP kepada 31 siswa kelas IXB, diketahui ada 10 siswa dengan tipe climber, 18 siswa dengan tipe camper, dan 3 siswa dengan tipe quitter. Dari tipe AQ tersebut dipilih enam siswa dengan 2 siswa tipe climber, 2 siswa tipe camper, dan 2 siswa tipe quitter untuk mengikuti tes tertulis dan wawancara. Triangulasi menggunakan triangulasi metode, yaitu mencari kesesuaian antara data dari hasil tes tertulis dengan wawancara. Hasil penelitian menunjukkan bahwa siswa dengan tipe climber memenuhi seluruh kriteria berpikir kritis FRISCO, yaitu focus, reason, inference, situation, clarity, dan overview. Siswa dengan tipe climber mampu menyelesaikan permasalahan yang diberikan dengan tepat waktu dan mengecek kembali jawaban. Siswa dengan tipe camper dapat memenuhi 5 dari 6 kriteria berpikir kritis FRISCO, yaitu focus, reason, inference, situation dan clarity. Siswa dengan tipe camper mampu menyelesaikan permasalahan yang diberikan tepat waktu. Kekurangannya adalah siswa camper tidak melakukan overview, yaitu tidak mengecek kembali jawaban sesudah menyelesaikan masalah. Adapun siswa dengan tipe quitter hanya mampu memenuhi 2 dari 6 kriteria berpikir kritis FRISCO, yaitu mereka hanya mampu melakukan focus, dan clarity, serta kesulitan memahami permasalahan sehingga tidak dapat menyelesaikan masalah tersebut. Dari hasil ini, maka guru perlu memberikan motivasi kepada siswa untuk mempunyai daya juang tinggi agar memiliki kemampuan berpikir kritis tinggi dalam memecahkan masalah matematika.AbstractCritical thinking skills which include the stages of focus, reason, inference, situation, clarity, and overview as well as the ability to fight (adversity quotient) have a very important role in solving mathematical problems. This study aims to describe students' critical thinking skills in solving problems in terms of the adversity quotient (AQ). This descriptive qualitative research was conducted at a junior high school in Jember, Indonesia, in September 2021. The data was collected using the Adversity Response Profile (ARP) questionnaire, a written critical thinking test, and interviews. The results of giving ARP questionnaires to 31 students of class IXB, it is known that there are 10 students with the climber type, 18 students with the camper type, and 3 students with the quitter type. From the AQ type, six students were selected with 2 climber type students, 2 camper type students, and 2 quitter type students to take written tests and interviews. Triangulation uses the triangulation method, which is to find a match between the data from the results of the written test and the interview. The results showed that the climber type students met all of the FRISCO critical thinking criteria, namely focus, reason, inference, situation, clarity, and overview. Students with the climber type are able to solve the problems given in a timely manner and recheck the answers. Camper type students can fulfill 5 of 6 FRISCO critical thinking criteria, namely focus, reason, inference, situation and clarity. Camper type students are able to solve the problems given on time. The drawback is that camper students do not do an overview, that is, they do not re-check the answers after solving the problem. As for students with the quitter type, they are only able to meet 2 of the 6 criteria for FRISCO critical thinking, namely they are only able to focus and clarity, and have difficulty understanding problems so they cannot solve the problems. From these results, the teacher needs to motivate students to have a high adversity quotient in order to have high critical thinking skills in solving mathematical problems. Keywords: Adversity Quotient, Critical Thinking, Mathematical Problem Solving.

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“…, and also predicts who will surrender and who will survive. Whereas Putri et al (2019), argue that Adversity Quotient is the ability to change, process problems or difficulties and make it a challenge that must be solved. The success of students in solving problems is influenced by the way students respond to difficulties encountered when searching for solutions to these problems (Afri, 2018).…”

Section: Indomath: Indonesia Mathematics Education -Volume 3 | Issue mentioning

confidence: 99%

“…Nakin (2003) in her thesis also stated that creativity is one of the abilities that is neglected in the classroom. Another problem with creativity was conveyed by Putri et al (2019) through the results of her research that students with high Adversity Quotient (AQ) and AQ were having moderate creative thinking skills, while students with low AQ had low creative thinking skills. Students did not achieve high creative thinking skills because they did not achieve a score of ≥ 66.8.…”

Section: Introductionmentioning

confidence: 99%

Elementary School Student Creativity in Solving Geometry Contextual Problems based on Adversity Quotient

Lakapu

Mariana

2020

IndoMath

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Creativity is an ability that is needed in solving a problem. A person's creativity in solving problems can be assessed using three components namely fluency, flexibility, and novelty. Someone in solving problems can be influenced by the adversity quotient they have. There are three categories of adversity quotient namely quitter, camper, and climber. This type of research is a qualitative research method descriptive. This study aims to describe the creativity of elementary school students in solving contextual geometry problems based on adversity quotient. The subjects in this study were three people consisting of quitter subjects, camper subjects, and climber subjects. Data is collected through adversity Response Profile (ARP) tests, Problem Solving Tests (TPM) and interviews. The results showed that the creativity of subjects with the quitter category in solving contextual geometry problems was not able to achieve fluency, flexibility, and novelty. The creativity of subjects with camper categories in solving contextual geometry problems only achieves fluency and flexibility. Whereas the creativity of subjects with climber types in solving contextual geometry problems is able to achieve fluency, flexibility, and novelty.

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Creative thinking skill with adversity quotient based on lesson study for learning community

Cited by 4 publications

References 10 publications

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

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

Kemampuan Berpikir Kritis Siswa SMP Dalam Menyelesaikan Masalah Matematika Ditinjau Dari Adversity Quotient (Aq)

Elementary School Student Creativity in Solving Geometry Contextual Problems based on Adversity Quotient

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