PENGARUH STRATEGI REACT BERBASIS MASALAH TERBUKA DAN ADVERSITY QUOTIENT (AQ) TERHADAP KEMAMPUAN KONEKSI MATEMATIS - Yasmin Aulia; Abdul Muin; Dedek Kustiawati (EDU-MAT: Jurnal Pendidikan Matematika, 2025)
Strategi pembelajaran REACT (Relating, Experiencing, Applying, Cooperating, Transferring) merupakan salah satu strategi belajar yang direkomendasikan untuk meningkatkan kemampuan koneksi matematis serta mendukung siswa untuk menghubungkan antara konsep, prosedur, topik matematika, dan kehidupan sehari-hari. Tujuan penelitian ini adalah untuk menganalisis pengaruh strategi pembelajaran REACT berbasis masalah terbuka dan tipe Adversity Quotient (AQ) siswa terhadap kemampuan koneksi matematis siswa. Penelitian ini menggunakan metode kuasi eksperimen dengan posttest-only control group design. Sampel penelitian diambil dari populasi siswa kelas X SMA Negeri di Tangerang Selatan dengan teknik cluster random sampling. Instrumen yang digunakan meliputi tes kemampuan koneksi matematis serta angket Adversity Response Profile (ARP). Data dianalisis menggunakan uji ANAVA dan menunjukkan bahwa: (1) strategi pembelajaran REACT berbasis masalah terbuka berpengaruh terhadap kemampuan koneksi matematis siswa, (2) tipe Adversity Quotient (AQ) berpengaruh terhadap kemampuan koneksi matematis siswa, dan (3) tidak terdapat interaksi antara strategi pembelajaran REACT dengan tipe Adversity Quotient (AQ) terhadap kemampuan koneksi matematis siswa. Temuan penelitian mengungkapkan bahwa pengaruh Adversity Quotient (AQ) lebih besar dari pengaruh strategi pembelajaran dengan kelompok siswa tipe AQ climbers menjadi kelompok yang memiliki kemampuan koneksi matematis tertinggi.   Kata kunci: Strategi REACT, Masalah Terbuka, Kemampuan Koneksi Matematis, Adversity Quotient (AQ). Abstract: The REACT learning strategy (Relating, Experiencing, Applying, Cooperating, Transferring) is one of the recommended approaches to enhance students' mathematical connection skills and support them in linking concepts, procedures, mathematical topics, and real-life experiences. This study aimed to examine the effect of the REACT learning strategy based on open-ended problems and students’ Adversity Quotient (AQ) types on their mathematical connection skills. This research adopts a quasi-experimental method with a posttest-only control group design. The sample was selected through cluster random sampling from 10th-grade students in public senior high schools in South Tangerang. The instruments used include a mathematical connection skills test and the Adversity Response Profile (ARP) questionnaire. Data analysis was conducted using ANOVA, revealing the following results: (1) the REACT learning strategy based on open-ended problems significantly influences students' mathematical connection skills, (2) the Adversity Quotient (AQ) type significantly affects students' mathematical connection skills, and (3) there is no interaction effect between the REACT learning strategy and Adversity Quotient (AQ) types on students' mathematical connection skills. The findings indicate that the Adversity Quotient (AQ) has a greater impact compared to the learning strategy, with students categorized as AQ climbers showing the highest mathematical connection skills. Keywords: REACT Strategy, Open Problems, Mathematical Connection Ability, Adversity Quotient (AQ).