The Profile of Students’ Thinking in Solving Mathematics Problems Based on Adversity Quotient

Abstract

The purpose of this research was to know the thinking processes of climber, camper, and quitter high school students in solving mathematical problems. This research used a qualitative descriptive method. Subjects were determined by purposive sampling. The technique of collecting data was done by task-based interviews. Based on the results of data analysis it can be concluded that: (1) the profiles of climber’s thinking processes are: (a) assimilation and abstraction in understanding problems, (b) assimilation, accommodation, and abstraction in planning problem solving (c) assimilation, accommodation, and abstraction in implementing the plan of problem solving, and (d) accommodation in checking the solution; (2) the profiles of camper’s thinking processes are: (a) assimilation in understanding mathematical problems, (b) assimilation, accommodation, and abstraction in planning problem solving, (c) abstraction in implementing the plan of problem solving, and (d) assimilation in checking the solution; (3) the profiles of quitter’s thinking processes are: (a) assimilation and abstraction in understanding problems, (b) assimilation, accommodation, and abstraction in planning problem solving, (c) assimilation, accommodation, and abstraction in implementing the plan of problem solving, and (d) assimilation in checking the solution.

Permainan Outdoor dalam Membentuk Kemampuan Ketahanmalangan pada Anak Usia Dini

“…Sejalan pendapat dari Sari, Sutopo dkk. yang menyatakan bahwa kemampuan ketahanmalangan merupakan kesanggupan individu dalam menghadapi tantangan dan masalah yang datang dalam kehidupannya (Sari et al, 2016). Pendapat lain dari Djafar, dkk menyatakan bahwa kemampuan ketahanmalangan merupakan suatu kemampuan dalam memegang kendali dan merespon suatu kesulitan atau tekanan secara positif (Djafar et al, 2018).…”

Exploring the students’ adversity quotient in online mathematics learning during the Covid-19 pandemic

“…However, some students are still ignorant of the problems they face. In other words, each student has different abilities in solving problems, leading to different effects on the way he/she deals with math problems (Sari, Sutopo, & Aryuna, 2016). How a student copes with difficulty is known as Adversity Quotient (AQ) (Stoltz, 1997).…”

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

“…Students mention the information contained in the questions and also mention what things are known or asked [17]. Students can find out information from problems using their own language [18]. The second indicator is that students are able to relate the material / concepts / formulas that exist in the problem with material that has been studied correctly and are able to know what strategies will be used correctly.…”

“…This is in accordance [17] which relates to the knowledge that has been possessed and also mentions what is done or used to solve problems and also prepares plans or steps for solving problems. Students can plan problem solving according to their knowledge [18]. The third indicator is that students are able to solve problems using coherent steps.…”