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Mubarik Mubarik
Mathematics Education, Faculty of Teacher Training and Education, Tadulako University, Palu, 94118, Indonesia
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Profile of High School Students’ Mathematical Beliefs in the “Quitter” Category of the Adversity Quotient Komang Tri Ananda Kusuma; Pathuddin Pathuddin; Mubarik Mubarik; I Nyoman Murdiana
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.698-714

Abstract

This study aimed to describe students’ mathematical beliefs, particularly in the aspect of mathematical social norms, among students categorized as quitter based on the Adversity Quotient. This study employed a qualitative descriptive approach. The subject was one eleventh grade student categorized as a quitter selected through the Adversity Response Profile (ARP) questionnaire, mathematics teacher recommendations, and willingness to participate in the study. Data were collected through classroom observations and semi structured interviews. The findings showed that the quitter student demonstrated positive mathematical beliefs regarding mathematical social norms during mathematics learning. The student was able to accept differing opinions, participate in collaborative discussions, ask and answer questions to understand mathematical concepts, communicate ideas systematically and politely, and apply mathematical symbols and principles consistently during problem solving. These findings highlight that student categorized as quitter may still demonstrate positive mathematical social norms despite having low Adversity Quotient characteristics. However, these findings are limited to the quitter category involved in this study and cannot be generalized to students with different Adversity Quotient characteristics.
Mathematical Belief Profile of Junior High School Students with Field Dependent Cognitive Style Nurul Apriliani Balango; Pathuddin Pathuddin; Mubarik Mubarik; I Nyoman Murdiana
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.660-678

Abstract

This study is motivated by the importance of students’ mathematical belief toward mathematical social norms in mathematics learning. Although research on mathematical belief and social norms has been widely conducted, studies specifically examining the mathematical belief of field dependent students remain limited. The purpose of this study is to describe the profile of mathematical belief of junior high school students with a field dependent cognitive style in the aspect of mathematical social norms. A descriptive qualitative approach was employed, with one student selected based on the Group Embedded Figures Test (GEFT) and the recommendation of a mathematics teacher. Data were collected through observation and semi- structured interviews, then analyzed using the Miles and Huberman model, which includes data condensation, data display, and conclusion drawing. The findings show that the subject has a positive mathematical belief toward mathematical social norms, reflected in the ability to accept diverse levels of thinking, cooperate, actively ask questions, use symbols and rules accurately and consistently, and express ideas politely and systematically. These findings highlight the role of social interaction, collaboration, and mathematical communication in shaping the mathematical belief of field dependent students. Thus, their mathematical belief develops through active involvement in social interaction.
Co-Authors I Nyoman Murdiana Komang Tri Ananda Kusuma Nurul Apriliani Balango Pathuddin Pathuddin