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All Journal (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING
Nova Nurhanifah
Universitas Pendidikan Indonesia, Bandung, Indonesia
Education Mathematics Other

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Analysis of Students’ Mathematical Critical Thinking Ability based on Their Adversity Quotient Nova Nurhanifah; Suhendra; Jarnawi Afgani Dahlan
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.32897

Abstract

Mathematical critical thinking is a fundamental competency required to navigate complex problem-solving in the 21st century. However, empirical observations indicate that students often struggle with analytical reasoning, a deficiency potentially influenced by non-cognitive factors such as Adversity Quotient (AQ). This study aims to analyze the mathematical critical thinking profiles of Grade XII students in Garut Regency, West Java, Indonesia, based on their AQ levels. This research employs a qualitative descriptive design. The subjects were selected via purposive sampling and categorized into three distinct groups based on Stoltz’s framework: Quitters, Campers, and Climbers. Ten students were selected from each AQ category.Data were collected through AQ questionnaires, mathematical critical thinking tests, and semi-structured interviews. Data validity was established using time triangulation, followed by data reduction, display, and verification for analysis. The findings reveal a hierarchical consistency between AQ levels and critical thinking ability. Students in the Quitter group were limited to elementary clarification; Campers demonstrated intermediate capabilities but struggled with advanced evaluation; while Climbersmastered all written indicators but faced challenges in verbally articulating their mathematical reasoning.  
Is Adversity Quotient Associated with Mathematics Problem Solving Ability? A Correlational Study among Pre-Service Mathematics Teachers Nova Nurhanifah; Suhendra; Jarnawi Afgani Dahlan; Bambang Avip Priatna Martadiputra
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i3.33641

Abstract

Adversity Quotient (AQ) is a non-cognitive factor that reflects an individual’s ability to respond to and persist in facing difficulties and challenges. In mathematics learning, students’ resilience may influence their ability to overcome complex problems and sustain effective problem-solving processes. This study aims to examine the relationship between Adversity Quotient and mathematical problem-solving ability among pre-service mathematics teachers.A quantitative approach with a correlational research design was employed. The participants were undergraduate students enrolled in a mathematics education program at a university in Indonesia and were selected using purposive sampling. Data were collected using two instruments: an Adversity Quotient Questionnaire and a Mathematical Problem-Solving Test. The AQ questionnaire measured students’ adversity responses based on the CORE dimensions, namely Control, Origin and Ownership, Reach, and Endurance, while the problem-solving test assessed students’ ability to solve non-routine mathematical problems based on Polya’s problem-solving stages. Both instruments were validated by experts and tested for reliability before data collection. The data were analyzed using descriptive statistics and the Pearson Product-Moment correlation test. The results revealed a positive and statistically significant relationship between Adversity Quotient and mathematical problem-solving ability. This finding indicates that pre-service mathematics teachers with higher levels of AQ tend to demonstrate better mathematical problem-solving performance. It can be concluded that Adversity Quotient is significantly associated with mathematical problem-solving ability. Therefore, developing students’ resilience and persistence may support their ability to deal with complex and challenging mathematical problems.
Co-Authors Bambang Avip Priatna Martadiputra Jarnawi Afgani Dahlan Suhendra