<![CDATA[Rendahnya kemampuan berpikir pemecahan masalah matematis siswa sekolah dasar sering kali dikaitkan dengan pola pembelajaran yang masih berfokus pada hafalan rumus dan kurangnya paparan terhadap soal-soal nonrutin yang menuntut kemampuan berpikir tingkat tinggi. Penelitian ini bertujuan untuk menganalisis hubungan antara tipe kepribadian dan adversity quotient (AQ) dengan kemampuan berpikir pemecahan masalah matematis siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain ex post facto korelasional. Sampel penelitian berjumlah 63 siswa kelas V dari tujuh sekolah dasar negeri di Gugus 1 Kecamatan Alas Barat, Kabupaten Sumbawa. Data dikumpulkan melalui tes kemampuan berpikir pemecahan masalah matematis, angket tipe kepribadian (Eysenck Personality Inventory), dan angket adversity quotient (AQ). Seluruh instrumen telah melalui uji validitas dan reliabilitas. Analisis data dilakukan menggunakan statistik deskriptif, korelasi Pearson Product Moment, dan korelasi berganda pada taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa terdapat hubungan positif dan signifikan antara tipe kepribadian dengan kemampuan berpikir pemecahan masalah matematis (r = 0,595; p < 0,05) serta antara adversity quotient (AQ) dengan kemampuan berpikir pemecahan masalah matematis (r = 0,736; p < 0,05). Secara simultan, tipe kepribadian dan adversity quotient (AQ) juga memiliki hubungan positif dan signifikan dengan kemampuan berpikir pemecahan masalah matematis (R = 0,758; p < 0,05), dengan kontribusi sebesar 57,4%. Temuan penelitian menunjukkan bahwa selain aspek kognitif, faktor psikologis juga memiliki keterkaitan dengan kemampuan berpikir pemecahan masalah matematis siswa. Implikasi penelitian ini menunjukkan pentingnya pengembangan pembelajaran yang tidak hanya berorientasi pada penguasaan konsep, tetapi juga pada penguatan daya juang dan ketekunan siswa dalam menghadapi tantangan belajar. The low level of mathematical problem-solving skills among elementary school students is often attributed to teaching methods that still focus on memorizing formulas and a lack of exposure to non-routine problems that require higher-order thinking skills. This study aims to analyze the relationship between personality type and adversity quotient (AQ) and students’ mathematical problem-solving skills. The study employed a quantitative approach with an ex post facto correlational design. The sample consisted of 63 fifth-grade students from seven public elementary schools in Cluster 1 of Alas Barat Subdistrict, Sumbawa Regency. Data were collected through a mathematical problem-solving ability test, a personality type questionnaire (Eysenck Personality Inventory), and an adversity quotient (AQ) questionnaire. All instruments had undergone validity and reliability testing. Data analysis was conducted using descriptive statistics, Pearson’s product-moment correlation, and multiple correlation at a significance level of 0.05. The results showed a positive and significant relationship between personality type and mathematical problem-solving ability (r = 0.595; p < 0.05) as well as between the adversity quotient (AQ) and mathematical problem-solving ability (r = 0.736; p < 0.05). Simultaneously, personality type and the adversity quotient (AQ) also had a positive and significant relationship with mathematical problem-solving ability (R = 0.758; p < 0.05), accounting for 57.4% of the variance. The research findings indicate that, in addition to cognitive aspects, psychological factors are also associated with students’ mathematical problem-solving abilities. The implications of this study highlight the importance of developing learning approaches that focus not only on conceptual mastery but also on strengthening students’ resilience and perseverance in facing learning challenges.]]>
