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All Journal Jurnal Pendidikan Indonesia Kreano, Jurnal Matematika Kreatif-Inovatif
Pamungkas, Andini Siwi
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Education Mathematics

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Adversity Quotient sebagai Kunci Kesuksesan Penalaran Spasial dalam Pembelajaran Geometri Pamungkas, Andini Siwi; Pramudya, Ikrar; Siswanto
Jurnal Pendidikan Indonesia Vol 14 No 3 (2025): September
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i3.94249

Abstract

Spatial reasoning is a cognitive skill that plays an important role in geometry learning and is influenced by various factors, one of which is Adversity Quotient (AQ), a student's resilience in facing academic challenges. This study aims to analyze the spatial reasoning ability of junior high school students in solving geometry problems based on AQ categories. This study uses a qualitative approach with a case study design. This study included 64 seventh-grade students, categorized based on the Adversity Response Profile (ARP) Questionnaire adopted from Paul G. Stoltz to map students' AQ. Furthermore, five geometry test questions were used to measure spatial reasoning. Six students, two for AQ climbers, campers, and quitters, were interviewed to explore students' spatial reasoning. The results showed that climber students excelled in spatial visualization and mental rotation. Camper students tended to be less consistent, and quitter students had difficulty visualizing two-dimensional to three-dimensional relationships. These findings emphasize the importance of AQ in designing geometry learning strategies. The study's conclusion shows that Adversity Intelligence is an important factor in supporting the success of spatial reasoning for solving geometry problems. The implications of this research suggest that mathematics education, especially geometry, needs to focus not only on cognitive aspects but also on developing affective aspects such as resilience (adversity quotient).
Student’s Logical Reasoning Ability in Terms of Sequential Thinking Style Pamungkas, Andini Siwi; Masduki, Masduki
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 13, No 2 (2022): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v13i2.37421

Abstract

Logical reasoning ability plays an important role in serving students to understand and solves mathematical problems. The students' thinking style is one of the factors that affect the way students solve problems. This study aims to reveal the student's logical reasoning ability based on a sequential thinking style. This research used a qualitative approach with a case study design. The subjects of this study included 15 grade 8 students due to limited access during the Covid-19 pandemic. We used Gregorc's thinking style questionnaire to map students' thinking styles and three straight-line equation questions to measure students' logical reasoning abilities. Four students, two students for concrete and abstract sequential thinking styles respectively, were interviewed to further revealed their logical thinking abilities. The results showed that there were differences in students' logical thinking abilities based on differences in thinking styles on indicators of constructing and establishing assumptions, assessing and testing, establishing generalizations, and determining conclusions. Thus, it can be concluded the thinking style can affect the students' logical thinking abilities.Kemampuan penalaran logis berperan penting untuk membantu siswa memahami dan menyelesaikan permasalahan matematika. Gaya berpikir siswa merupakan salah satu faktor yang mempengaruhi cara siswa memecahkan masalah. Penelitian ini bertujuan untuk mengungkap kemampuan penalaran logis berdasarkan gaya berpikir sekuensial. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Subjek penelitian ini meliputi 15 siswa kelas VIII dikarenakan keterbatasan akses pada masa pandemi. Peneliti menggunakan angket gaya berpikir Gregorc untuk memetakan gaya berpikir siswa. Selanjutnya, peneliti menggunakan tiga soal tes materi persamaan garis lurus untuk mengetahui kemampuan penalaran logis siswa. Empat orang siswa, masing-masing dua siswa untuk gaya berpikir sekuensial konkrit dan abstrak, diwawancarai untuk menggali lebih lanjut kemampuan berpikir logis siswa.  Hasil penelitian menunjukkan terdapat perbedaan kemampuan berpikir logis siswa berdasarkan perbedaan gaya bepikir sekuensial konkrit dan abstrak pada indikator membangun dan menetapkan asumsi, menilai dan menguji, menetapkan generalisasi dan menentukan kesimpulan. Dengan demikian dapat disimpulkan bahwa gaya berpikir siswa merupakan salah satu faktor yang mempengaruhi kemampuan berpikir logis siswa.
Co-Authors Ikrar Pramudya, Ikrar Masduki Masduki Siswanto