Published date: Nov 11 2024

Journal Title: KnE Social Sciences

Issue title: 8th International Seminar on Education 2024 (8th Isedu)

Pages: 484–493

DOI: 10.18502/kss.v9i31.17610

Nessy Pattimukayn355yp@yahoo.comElementary School Teacher Education Study Program, Faculty of Teacher Training and Education, University of Pattimura Ambon, Indonesia

Johannis TakariaElementary School Teacher Education Study Program, Faculty of Teacher Training and Education, University of Pattimura Ambon, Indonesia

La Suha IshabuElementary School Teacher Education Study Program, Faculty of Teacher Training and Education, University of Pattimura Ambon, Indonesia

This research aims to analyze students' literal thinking ability in solving plane problems in terms of the adversity quotient (AQ). This type of research is quasi-experimental and involves 55 elementary school students in Central Maluku Regency, Maluku Province, Indonesia. The data obtained was analyzed using non-parametric statistical tests with the Kruskal Wallis test type. The results of the research show that there are differences in students' literal thinking abilities in solving flat - shape problems in terms of AQ. By using the Post-Hoc test, it was found that the literal thinking ability of AQ-Cb students was significantly different from AQ-Q and AQ-Cp, while AQ-Q and AQ-Cp level students had no significant difference. This difference is because AQ-Cb level students are more thorough and work harder in solving flat shape problems compared to AQ-Q and AQ-Cp level students. Students with high AQ are generally more skilled at understanding information, interpreting problems, and being able to make solutions correctly.

Keywords: lateral thinking, adversity quotient (AQ), mathematical problem solving

[1] Li N, Chee Mok IA, Cao Y. The Evolution of Mathematical Thinking in Chinese Mathematics Education. Mathematics. 2019 Mar;7(3):1–18.

[2] Yusmin E, Ahmad Yani T, Pasaribu RL, Fitriawa D. Students’ Mathematical Lateral Thinking Skills in Creative Problem-Solving. Al-Jabar. Jurnal Pendidikan Matemata. 2022 Jul;13(2):331–41.

[3] Tabach M, & Friedlander A. Algebraic Procedures and Creative Thinking. ZDM: The International Journal on Mathematics Education. 2016 july;49(1):53–63.

[4] Agustina V, Masrukan, Walid. Analysis of Mathematical Creative Thinking Ability in Terms of Self-Regulated Learning in Creative Problem Solving Learning Model with Performance Assessment. International Journal of Education and Research. 2023 may; 11(5): 31-44.

[5] Fisher R. Teaching Children to Think”. London: Nelson Thornes. 2005.

[6] Mustofa RF, Hidayah YR. The Effect of Problem-Based Learning on Lateral Thinking Skills. Int J Instr. 2020 Jan;13(1):463–74.

[7] Hadar LL, Tirosh M. Creative Thinking 0n Mathematics Curriculum: An Analytic Framework. Thinking Skills and Creativity. 2019 september:33.

[8] Julita J, Darhim D, Herman T. Improving Mathematical Lateral Thinking Ability Of High School Students Through Quantum Learning Based On Creative Problem Solving. J Phys Conf Ser. 2019 Oct;1315(1).

[9] Nur AS, Kartono, Zainri, Rohmad. The Lateral Thinking Processes in Solving Mathematical Word Problems Reviewed at Adversity Quotient and Refletive Cognitive Style. Infinity: Journal of Mathematics Eduation. 2022 september;11:223- 226.

[10] Chunin M, Petchprayoon C, Khongngam S. Adversity Quotient and Resiliency Predicting Career Success of Teachers in Secondary Schools. APHEIT International Journal. 2024 Apr;7(2):49–62.

[11] Shodiq LJ, Juniati D, Susanah S. Mathematical Lateral Thinking Obstacles in Solving Geometric Problems Based on Brain Dominance. Aksioma Jurnal. 2022 Aug;11(3):2029–43.

[12] Susilawati W. Pengaruh Pembelajaran Berbasis Tantangan Dengan Strategi Konflik Kognitif Terhadap Kemampuan Visualisasi Spasial, Berpikir Lateral, Dan Kegigihan Matematis Mahasiswa. Disertasi UPI Bandung; 2017.

[13] Nurlaelah A, Ilyas M, Nurdin. Pengaruh Adversity Quotient Terhadap Kemampuan Pemecahan Masalah Matematis Siswa SD’. PROXIMAL: Jurnal Penelitian Matematika dan Pendidikan Matematika. 2022 sep; 4(2): 89-97.

[14] Diezmann CM. Challenging mathematically gifted primary students. Australas J Gift Educ. 2005 Jan;14(1):50–7.

[15] Susilawati WL, Maryono I, Widiastuti T. Improvement of Mathematical Lateral Thinking Skills and Student Character through Challenge-Based Learning. Advances in Social Science, Education and Humanities Research. 2018 januari; 26:95-101.

[16] Stoltz PG. Adversity Quotient: Mengubah Hambatan Menjadi Peluang. (Alih Bahasa: T. Hermaya). Jakarta: Grasindo; 2020.

[17] Amir Z, Risnawati MZ, Nurdin E, Permata Azmi EM, Andrian D. The Increasing of Math Adersity Quotient in Mathematics Cooperative Learning Through Metacognitive. Int J Instr. 2021 Sep;14(4):841–56.

[18] Qin L, Zhou Y, Tanu WT. The Analysis of Mathematics Adversity Quotient of Left Behind Junior High School Students in Rural Areas. Open J Soc Sci. 2019 Jan;07(10):331–42.

[19] Aprilia ED, Khairiyah Y. Optimisme Menghadapi Persaingan Dunia Kerja dan Adversity Quotient Pada Mahasiswa. Seurune: Jurnal Psikologi Unsyiah. 2018 Jan;1(1):18–33.

[20] Dewantari AG, Soetjiningsih CH. Adversity Quotient dan Kecemasan Menghadapi Dunia Kerja Pada Mahasiswa Tingkat Akhir. Psikoborneo Jurnal Imiah Psikologi. 2022 Sep;10(3):629–36.

[21] Sugiarti R, Nurlaili A, Febriani UF. Pengaruh Adversity Quotient Terhadap Motivasi Berprestasi Pada Siswa Cerdas Istimewa. Philanthropy Journal of Psychology. 2020;4(1):82–92.