Adversity Quotient in Mathematics Learning (Quantitative Study on Students Boarding School in Pekanbaru)

Zubaidah Amir MZ, Risnawati Risnawati, Annisah Kurniati, Rully Charitas Indra Prahmana

Abstract


The aim of this study is to analyze students' Adversity Quotient (AQ) in mathematics learning viewed from gender aspect. This study is quantitative survey study on students in MTs Al-Munawarah Boarding School, Pekanbaru. The subjects of study are 8th grade students consisting of  75 girls and 63 boys. Data are collected by AQ scale and analyzed with statistic descriptive and inferential (test-t). The indicator of AQ consist of control, origin, ownership, reach and endurance. The result of descriptive analysis shows that there is difference in mean of each indicator for two groups, but analysis of test-t  shows that there is no difference in students' mathematical AQ for two group of gender. Through variance test, students' mathematical AQ in two groups is homogeneous. The indicator of AQ in boys which is categorized as high are endurance and reach. While, the indicator in girls is aspect of control. This study contributes to literature study in identifying students' AQ and the effort done to enhance students' AQ in mathematics learning.

Keywords


adversity quotient, gender, metacognitive

Full Text:

PDF

References


Depdiknas. (2006). Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 20 tahun 2006. Jakarta: Depdiknas.

Ernest, P. (1991). The Philosophy of Mathematics Education. London: Falmer

Gartmann, S., & Freiberg, M. (2012). Metacognition and mathematical Problem Solving: helping student to ask The Right Questions. Jurnal The Mathematics Educator, 6(1), 9-13.

Haralambos & Holborn. (2004). Sociology: Themes and Perspectives Sixth Edition. London: Harper Collins Publisher.

Kramarski, B., Mevarech, Z.R., & Arami, M. (2002). The effects of metacognitive instruction on solving mathematical authentic tasks. Educational Studies in Mathematics, 49(2), 225-250.

Matore, M.E.E.M., Khairani, A.Z., & Razak, N.A. (2015). The influence of AQ on the academic achievement among Malaysian Polytechnic students. International Education Studies, 8(6), 69-74.

MZ, Z.A. (2013). Perspektif gender dalam pembelajaran matematika. Marwah: Jurnal Perempuan, Agama Dan Gender, 12(1), 15-31.

MZ, Z.A., & Wahyudin. (2016). Exploration of metacognitive ability at elementary school students in learning mathematics (Case study in 1th Grade students of elementary school). Journal of Innovative Technology and Education, 3(1), 179-184.

MZ, Z.A., Wahyudin, & Turmudi. (2017). Metacognition think aloud strategies in setting cooperative think-pair-share/square to develop students' math problem solving ability (Comparative study on students of Madrasah Tsanawiyah Boarding/non-Boarding school in Pekanbaru). Advances in Social Science, Education and Humanities Research (ASSEHR), 57. Atlantis Press.

NCTM. (1989). Curriculum and Evaluation Standards For School Mathematic. Virginia: NCTM.

Nikam, V.B., & Uplane, M.M. (2013). Adversity quotient and defense mechanism of secondary school student. Universal Journal of Educational Research, 1(4), 303-308.

Pangma, R., Tayraukham, S., & Nuangchalerm, P. (2009). Causal factors influencing adversity quotient of twelfth grade and third-year vocational students. Journal of Social Sciences, 5(4), 466-470.

Parvathy, U., & Praseeda, M. (2014). Relationship between adversity quotient and academic problems among student teachers. IOSR Journal of Humanities and Social Science, 19(11), 23-26.

Prahmana, R.C.I., & Kusumah, Y.S. (2016). The hypothetical learning trajectory on research in mathematics education using research-based learning. Pedagogika, 123(3), 42-54.

Runisah, Herman, T., & Dahlan, J.A. (2017). Using the 5e learning cycle with metacognitive technique to enhance students' mathematical critical thinking skills. International Journal on Emerging Mathematics Education, 1(1), 87-98.

Schoenfeld, A.H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning (pp. 334-370). New York: MacMillan.

Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1), 113-125.

Sriyanto. (2007). Strategi Sukses Menguasai Matematika. Jakarta: PT. Buku Kita.

Stoltz, P.G. (2006). Editors. T. Hermaya. Adversity quotient mengubah hambatan menjadi peluang. Jakarta: PT Gramedia Widia sarana Indonesia.

Stoltz, P.G. (2010). Adversity Quotient Work: Finding Your Hidden Capacity For Getting Things Done. New York: Harper Collins.

Sweeney, C.M. (2010). The metacognitive functioning of middle school student with and without learning disabilities during mathematical problem solving. Dissertations. Miami: University of Miami.




DOI: http://dx.doi.org/10.12928/ijeme.v1i2.5780

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Zubaidah Amir MZ, Risnawati Risnawati Risnawati, Annisah Kurniati Kurniati

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

International Journal on Emerging Mathematics Education
Kampus 2 Universitas Ahmad Dahlan
Jalan Pramuka No. 42, Pandeyan, Umbulharjo, Yogyakarta - 55161
Telp. (0274) 563515, ext. 4902; Fax. (0274) 564604
Email: ijeme@uad.ac.id

p-ISSN: 2549-4996 | e-ISSN: 2548-5806

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

View IJEME's Stats