Investigating the Horizontal Mathematization Process for Students with Diverse Adversity Quotients in Solving PISA-Oriented Problems

Whikan Ayu Hanifah(1,Mail), Triyanto Triyanto(2), Laila Fitriana(3)

(1) Sebelas Maret University, Indonesia
(2) Sebelas Maret University, Indonesia
(3) Sebelas Maret University, Indonesia

MailCorresponding Author

Copyright (c) 2024 Whikan Ayu Hanifah, Triyanto Triyanto, Laila Fitriana
Article Metrics→
              
Indexing & Metadata Harvesting→



Download Full Text: PDF

Abstract

Investigating the Horizontal Mathematization Process for Students with Diverse Adversity Quotients in Solving PISA-Oriented Problems. Objectives: This study aims to understand the horizontal mathematization process of students with climber, camper, and quitter types of Adversity Quotient (AQ) in solving PISA-oriented problems. Methods: This research employs a qualitative approach. Data was collected using questionnaires, written tests, and unstructured interviews. The data was analyzed through data reduction, presentation, and verification or conclusion. Findings: The research results indicate that students of SMP Negeri 9 Surakarta in the 2023/2024 academic year with a climber AQ type have already developed the ability to solve PISA-oriented problems using the horizontal mathematization process well. Students with a camper AQ type have already developed the ability to solve PISA-oriented problems reasonably using the horizontal mathematization process. Meanwhile, students with a quitter AQ type have not yet developed the ability to solve PISA-oriented problems using the horizontal mathematization process. Conclusion: Based on this research, students with a climber AQ type have a better or higher mathematical process than those with a camper or quitter AQ type.

 

Keywords: adversity quotient, horizontal mathematization process, PISA.



DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024115

References

Aaung, P. E. E. & San, A.A. (2020). Adversity Quotient and Academic Stress of Students from Universities of Education. J Myanmar Acad. Arts Sci. 18(9B), 647-658.

Akbar, S., Putri, Y. K., & Rizdanti, S. (2023). Analysis of factors affecting students' adversity quotient on completing an undergraduate thesis. International Journal of Research in Education and Science (IJRES), 9(1), 124-133.

Amir, Z., Risnawati, Kurniati, A. M ., & Prahmana, R. C. I. (2017). Adversity Quotient in Mathematics Learning (Quantitative Study on Students Boarding School in Pekanbaru). International Journal of Emerging Mathematics Education (IJEME). 1(2), 169-176.

Anju, J. & Sahoo, . (2023). Adversity quotient: a review of related literature. International Journal of Scientific Research in Modern Science and Technology. 2(10), 26-32.

Asni, Nabilah, S.S., Fajri, N., & Chairunnisa, D. (2021). Adversity quotient of students during covid-19 outbreak. Jurnal Penelitian Pendidikan Indonesia (JPPI). 7(1), 72-77.

Dewi, F.C., & Wutsqa, D.U. (2024). A Literature review regarding the position of adversity quotient in mathematics learning. International Journal of Multicultural and Multireligious Understanding. 11(8), 630-640.

Djunaidah, S., Matulesy, A., & Rini, R. A. P. (2023). Self-Esteem and Adversity Quotient to Increase Learning Independence. International Journal of Research in Counseling. 2(2), 1-14.

Gravemeijer, K. P. E., & Terwel, J. (2000). Hans Freudenthal, a mathematician on didactics and curriculum theory. Journal of Curriculum Studies. 32(6), 777-796.

Hasibuan, S.A., Fauizi, K, M, A., & Mukhtar (2020). Development of PISA mathematical problem model on the content of change and relationship to measure students mathematical problem-solving ability. International Electronic Journal of Mathematics Education. 15(2), 1-9.

Hidayat, R., Hermandra, & Ying, S.T.D. (2023) The sub-dimensions of metacognition and their influence on modeling competency. Humanities & Social Sciences Communications. 10(763), 1-12.

Juwita, H. R., Roemintoyo, & Usodo, B. (2020). The role of adversity quotient in education: A review of the literature on educational development. International Journal of Educational Methodology. 6(3), 507-515.

Kusmaryono, I., & Kusumaningsih, W. (2023). Evaluating the results of PISA assessment: are there gaps between the teaching of mathematical literacy at schools and in PISA assessment? European Journal of Educational Research. 12(3), 1479- 1493.

Mezmir, E.A. (2020). Qualitative data analysis: an overview of data reduction, data display and interpretation. Research on Humanities and Social Sciences, 10(21), 15-27.

Moleong, L. J. (2016). Metode Penelitian Kualitatif (Edisi Revisi). Bandung: PT. Remaja Rosdakarya.

Mudaly, V. (2004). Modeling of real-world problems is often the starting point for proof. Pythagoras. 60, 36-43.

OECD. (2023). PISA 2022 Results (Volume I): the state of learning and equity in Education, PISA, OECD Publishing, Paris.

Rokayah, C., Apriliani, S., Jayanti, T. N. & Puspitasari, S. (2023). Adversity quotient of nursing student. Indonesian Journal of Global Health Research. 5(4), 977-982.

Septiana, D. & Nurkhin, A. (2018). Sikap berwirausaha memediasi kecerdasan dalam menghadapi rintangan terhadap intensi berwirausaha. Economic Education Analysis Journal. 7(3), 801-815.

Septianingtyas, N. & Jusra, H. (2020). Kemampuan pemecahan masalah matematis peserta didik berdasarkan adversity quotient. Jurnal Cendekia: Jurnal Pendidikan Matematika. 4(2), 657-672.

Veola, P.L. & Faiziyah, N. (2023). Climber, camper, and quitter: how to solve ethnomathematics-based mathematics problem. Al-Ishlah: Jurnal Pendidikan. 14 (4). 6771-6781.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


View My Stats