<![CDATA[Kemampuan berpikir divergen perlu dikembangkan untuk menciptakan siswa yang kreatif. Namun, pada kenyataannya, kemampuan berpikir divergen masih memerlukan peningkatan. Soal open-ended menjadi salah satu cara yang memungkinkan siswa untuk memperluas pengetahuan mereka dengan menyelesaikan masalah melalui berbagai solusi yang beragam. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir divergen siswa dalam menyelesaikan soal open-ended materi barisan dan deret ditinjau dari adversity quotient (AQ). Kemampuan berpikir divergen dalam penelitian ini di dasarkan pada tiga aspek yaitu fluency, flexibility dan originality. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek dalam penelitian ini berjumlah 6 siswa kelas XI. Teknik pengumpulan data yang digunakan adalah tes, angket, dan wawancara. Analisis data menggunakan model Miles dan Huberman yang terdiri dari 3 tahapan yaitu reduksi data, menyajikan data, dan penarikan kesimpulan. Berdasarkan paparan dan analisis data menunjukkan bahwa terdapat variasi kemampuan berpikir divergen siswa. Siswa yang memiliki AQ tipe climber memenuhi semua indikator dari aspek berpikir divergen baik fluency, flexibility, dan originality. Siswa dengan AQ tipe camper memenuhi aspek fluency saja sedangkan flexibility dan originality tidak terpenuhi. Kemudian siswa dengan AQ tipe quitter tidak memenuhi semua indikator pada aspek berpikir divergen baik itu fluency, flexibility maupun originality. Divergent thinking abilities need to be developed to create creative students. However, in reality, divergent thinking skills are still require improvement. Open-ended questions are a way that allows students to expand their knowledge by solving problems through a variety of solutions. This research aims to describe students' divergent thinking abilities in solving open-ended problems regarding sequences and series in terms of the adversity quotient (AQ). The ability to think divergently in this research is based on three aspects, namely fluency, flexibility and originality. This research uses a descriptive qualitative approach. The subjects in this research were 6 students of class XI. The data collection techniques used were tests, questionnaires and interviews. Data analysis uses the Miles and Huberman model which consists of 3 stages, namely data reduction, presenting data, and drawing conclusions. Based on the presentation and data analysis, it showed that there were variations in students' divergent thinking ability. Students who have climber type AQ meet all indicators of divergent thinking aspects, including fluency, flexibility and originality. Students with camper type AQ only meet the fluency aspect, while flexibility and originality are not met. Then students with quitter type AQ do not meet all the indicators in the divergent thinking aspect, be it fluency, flexibility or originality.]]>
