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All Journal M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika
Hengki Adi Saputra
Mathematics Instructor at Elektron Tutoring Center, Samarinda, East Kalimantan
Education Mathematics

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The Persistence of Climber Students’ Mathematical Connections in Solving Hots Problems from An Islamic Perspective Hengki Adi Saputra
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 3 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i3.1177

Abstract

Higher order thinking skills (HOTS) and the ability to connect various mathematical concepts are two crucial skills in the 21st century. However, students’ success in mastering these two skills depends heavily on their Adversity Quotient and Islamic spirituality when facing difficult problems. This qualitative study aims to examine how Islamic values such as tafakur and itqan complement the four dimensions of AQ (control, origin & ownership, reach, and endurance) in “climber” type students when solving advanced math problems. The study involved two 9th-grade middle school students in Samarinda who demonstrated perseverance. Data were collected through math tests, worksheets, and in-person interviews. The results indicate that the “climber” students’ persistence in connecting mathematical concepts does not stem solely from memorizing formulas but is driven by a combination of cognitive processes, AQ dimensions, and religious beliefs. The students demonstrated emotional control and mental endurance, preventing them from panicking when encountering a mental block. They took full responsibility (origin & ownership) and limited the impact of confusion (reach) to remain focused on solving problems meticulously. This attitude of not easily giving up reflects the teachings of patience, optimism, and hard work (QS. Al-Insyirah: 5–6). Meanwhile, caution and the habit of double-checking calculations are tangible manifestations of the principles of precision and perfection (itqan) (QS. Ar-Ra’d: 11). Therefore, mathematics teachers should not only teach formulas but also cultivate the AQ dimension and foster a character of itqan in their students.
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