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Relevan : Jurnal Pendidikan Matematika
Published by Yayasan Amanah Nur Aman
ISSN : 28088832     EISSN : 28088670     DOI : https://doi.org/10.58432/relevan.v5i1
Core Subject : Education,
Mathematics
Relevan: Jurnal Pendidikan Matematika, diterbitkan oleh Yayasan Amanah Nur Aman. Diterbitkan setiap bulan Februari, April, Juni, Agustus, Oktober dan Desember. Jurnal ini memuat hasil-hasil penelitian dan studi literatur yang berkaitan dengan bidang pendidikan matematika. Jurnal ini menyambut hangat kontribusi tulisan-tulisan atau artikel dari para sarjana dari setiap disiplin ilmu terkait. Focus and scope jurnal relevan adalah: strategi pembelajaran matematika. Desain pembelajaran matematika. Model pembelajaran matematika Metode pembelajaran matematika Media pembelajaran matematika Evaluasi pembelajaran matematika pengembangan perangkat pembelajaran matematika. analisis di bidang pendidikan matematika, yang berkaitan dengan pembelajaran matematika dari tingkat sekolah dasar hingga perguruan tinggi
Arjuna Subject : Umum - Umum
Articles 211 Documents
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ASSESING THE EFFECT OF IBL ON MATHMETICS UNDERSTANDING AT JUNIOR HIGH SCHOOL LEVEL Syahgita, Najwa; Nurramadhani, Nesya; Rizki, Zaki Yazidatur; Wahyunengsih
Relevan : Jurnal Pendidikan Matematika Vol 5 No 3 (2025): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/relevan.v5i3.1416

Abstract

This study aims to evaluate the impact of the Inquiry-Based Learning (IBL) approach on students’ understanding, motivation, and engagement in mathematics at junior high school level. IBL is a learning method that emphasizes the active involvement of students through questioning, investigation, and problem-solving, which is based on the theory of constructivism developed by Piaget and Vygotsky. This study used a descriptive quantitative survey method involving 39 junior high school students as respondents, using a questionnaire as a data collection instrument distributed online through Google Forms. The analysis showed that most students gave a “Strongly Agree” response to the effectiveness of IBL, especially in facilitating understanding of mathematical concepts, increasing participation in group discussions, and motivating them to learn. 97.3% of students stated that it was easier to understand mathematics material after participating in experimental or investigative activities. In addition, this approach was also proven to encourage increased self-confidence, independent learning ability, and critical thinking and problem-solving skills. These findings confirm that IBL is a practical approach relevant to constructivist learning principles. Therefore, it is recommended that mathematics teachers apply IBL in teaching and learning activities with appropriate assistance and integrate it consistently into the learning process.
PENINGKATAN HOTS DAN SIKAP BELAJAR MELALUI PENDEKATAN RME PADA SISWA SMP MELALUI TINJAUAN TEORITIS Alifiani, Nurrisqi
Relevan : Jurnal Pendidikan Matematika Vol 5 No 3 (2025): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/relevan.v5i3.1430

Abstract

Artikel ini membahas peran model Realistic Mathematics Education (RME) dalam meningkatkan keterampilan berpikir tingkat tinggi (Higher Order Thinking Skills/HOTS) dan sikap belajar siswa SMP terhadap matematika. Tujuan dari kajian ini adalah untuk menganalisis secara teoretis bagaimana pendekatan RME dapat berkontribusi terhadap pengembangan kemampuan kognitif dan afektif siswa dalam pembelajaran matematika. Kajian ini dilakukan melalui studi literatur dengan metode deskriptif-kualitatif yang mengkaji teori pembelajaran konstruktivisme, prinsip-prinsip utama RME, serta berbagai hasil penelitian relevan dalam sepuluh tahun terakhir. RME menekankan pada pembelajaran berbasis konteks nyata yang bermakna, memungkinkan siswa membangun pemahaman konsep melalui proses pematematikaan progresif. Dalam konteks HOTS, pendekatan ini memberi ruang bagi siswa untuk menganalisis, mengevaluasi, dan menciptakan solusi terhadap masalah kontekstual. Di sisi lain, pengalaman belajar yang relevan dan interaktif turut membentuk sikap positif siswa terhadap matematika. Hasil kajian menunjukkan bahwa model RME berpotensi efektif dalam mendukung pengembangan HOTS dan sikap belajar secara bersamaan, menjadikannya pendekatan yang sesuai untuk menjawab kebutuhan pembelajaran matematika di era abad 21. ABSTRACT This article discusses the role of the Realistic mathematics education (RME) model in enhancing students Higher order thinking skills (HOTS) and learning attitudes toward mathematics at the junior high school level. This study aims to theoretically analyze how the RME approach contributes to developing students cognitive and affective abilities in mathematics learning. This study was conducted through a literature review using a descriptive-qualitative method that examined constructivist learning theory, the core principles of RME, and various relevant research findings from the last ten years. RME emphasizes meaningful, context-based learning, allowing students to construct conceptual understanding through progressive mathematization. Regarding HOTS, this approach provides opportunities for students to analyze, evaluate, and create solutions to contextual problems. Meanwhile, relevant and interactive learning experiences foster positive attitudes toward mathematics. The results of the review indicate that the RME model has the potential to effectively support the development of both HOTS and learning attitudes, making it a suitable approach to address the demands of 21st-century mathematics education.
TEACHERS’ PERSPECTIVES ON JARIMATIKA, KUMON, AND ABACUS METHODS TO IMPROVE STUDENTS’ MATHEMATICS EFFECTIVENESS Salsabila, Alisa; ardae, rifqi; Wahyunengsih
Relevan : Jurnal Pendidikan Matematika Vol 5 No 3 (2025): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/relevan.v5i3.1457

Abstract

This Study aims to determine teachers’ views on the effectiveness of jarimatika, kumon, and abacus methods in improving junior high school students’ mathematics abilities. This Study uses a qualitative approach with data sources from one mathematics teacher and 27 junior high school students at Nurul Huda Witthaya School. The research instruments are interviews and Google Forms with data collection techniques through literature studies, questionnaires, and interviews. Data analysis techniques use content analysis and thematic categorization. The study results indicate that teachers tend to choose the Kumon method because it is considered systematic and practical at the junior high school level. At the same time, students prefer jarimatika because it is considered easy and fun. The conclusion of this Study shows the need for adjustments to mathematics learning methods that pay attention to the effectiveness of student interest and learning. This Study suggests a balanced integration approach between pedagogical needs and student preferences.
ANALISIS KEMAMPUAN NUMERASI SISWA DALAM MENYELESAIKAN SOAL AKM KONTEN BILANGAN DITINJAU DARI KECERDASAN EMOSIONAL Rahma, Lia; Supratman; Muzdalipah, Ipah
Relevan : Jurnal Pendidikan Matematika Vol 5 No 3 (2025): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/relevan.v5i3.1462

Abstract

Kemampuan numerasi merupakan kemampuan yang penting dimiliki oleh seseorang untuk dapat menerapkan konsep matematika dalam menyelesaikan berbagai jenis masalah dalam kehidupan sehari-hari. Banyak faktor yang dapat mempengaruhi kemampuan numerasi siswa, salah satunya kecerdasan emosional. Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan numerasi siswa dalam menyelesaikan soal bilangan ditinjau dari kecerdasan emosional. Metode penelitian yang digunakan dalam penelitian ini yaitu metode kualitatif deskriptif. Teknik pengumpulan data terdiri dari tes kemampuan numerasi soal AKM konten bilangan, penyebaran angket kecerdasan emosional dan wawancara. Subjek penelitian dipilih dari siswa kelas VIII SMP Islam Husnul Khotimah yang memenuhi ketiga indikator kemampuan numerasi tanpa melihat jawaban benar atau salah, pada masing-masing kategori kecerdasan emosional tinggi, sedang, rendah serta mampu menjelaskan hasil jawabannya dengan baik. Berdasarkan hasil penelitian, diperoleh bahwa SL-2 yang merupakan siswa dengan kecerdasan emosional tinggi, tidak menuliskan simbol yang digunakan untuk menyelesaikan permasalahan dalam soal. SP-11 yang merupakan siswa dengan kecerdasan emosional sedang, melakukan kesalahan dalam menggunakan simbol g dan mg. SP-18 yang merupakan siswa dengan kecerdasan emosional rendah, melakukan kesalahan pada indikator menafsirkan hasil analisis untuk mengambil keputusan ketika memprediksi hasil jawabannya. ABSTRACK Numeracy ability is an important ability for someone to be able to apply mathematical concepts in solving various types of problems in everyday life. Many factors can influence students' numeracy ability, one of which is emotional intelligence. The purpose of this study is to describe students' numeracy ability in solving number problems in terms of emotional intelligence. The research method used in this study is a descriptive qualitative method. Data collection techniques consist of a numeracy ability test with AKM questions on number content, distributing emotional intelligence questionnaires and interviews. The research subjects were selected from class VIII students of SMP Islam Husnul Khotimah with a total of 26 students who fulfilled the three indicators of numeracy ability without looking at right or wrong answers, in each category of high, medium, low emotional intelligence and were able to explain the results of their answers well. Based on the research results, it was found that SL-2, a student with high emotional intelligence, did not write the symbols used to solve the problem in the question. SP-11, a student with moderate emotional intelligence, made an error in using the symbols g and mg. SP-18, a student with low emotional intelligence, made an error in the indicator of interpreting analysis results to make decisions when predicting the answer.
KOMIK DIGITAL KELUARGA ARA: CERITA VISUAL KEHIDUPAN SEHARI-HARI Suprianingsih; Desipriani
Relevan : Jurnal Pendidikan Matematika Vol 5 No 3 (2025): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/relevan.v5i3.1507

Abstract

Penelitian ini mengeksplorasi peran krusial ilustrasi digital dalam memperkaya dongeng anak "Keluarga Ara" di era digital. Dengan latar belakang perkembangan teknologi yang pesat dan relevansinya dalam media anak, penelitian ini bertujuan untuk menganalisis bagaimana visualisasi digital dapat meningkatkan narasi dan mempengaruhi persepsi audiens. Dengan menggunakan pendekatan kualitatif dengan studi kasus, data dikumpulkan melalui analisis dokumen naskah dongeng, tinjauan pustaka tentang ilustrasi digital dan psikologi anak, wawancara semi-terstruktur dengan ilustrator, penulis, dan pendidik, serta observasi visual. Temuan penelitian ini menguraikan konsep dan karakteristik dongeng "Keluarga Ara", proses desain ilustrasi digital yang mencakup gaya visual, pengembangan karakter, penciptaan suasana, serta teknik dan perangkat lunak yang digunakan. Lebih lanjut, analisis dampak ilustrasi digital terhadap audiens anak mencakup peningkatan minat baca, pemahaman narasi, stimulasi imajinasi dan kreativitas, dampak emosional dan kognitif, serta manfaat aksesibilitas dan distribusi digital. ABSTRACT This research explores the crucial role of digital illustration in enriching the children's fairy tale "Keluarga Ara" in the digital era. Against the backdrop of rapid technological development and its relevance in children's media, this study aims to analyze how digital visualization can enhance narrative and influence audience perception. Employing a qualitative approach with a case study, data was collected through document analysis of the fairy tale script, literature review on digital illustration and child psychology, semi-structured interviews with illustrators, authors, and educators, and visual observation. The research findings outline the concept and characteristics of the "Keluarga Ara" fairy tale, the digital illustration design process which includes visual style, character development, atmosphere creation, as well as the techniques and software used. Furthermore, the analysis of the impact of digital illustration on child audiences covers increased reading interest, narrative comprehension, stimulation of imagination and creativity, emotional and cognitive impact, and the benefits of digital accessibility and distribution.
PENGARUH MODEL STAD DENGAN BUKU SAKU HOTS TERHADAP KEMAMPUAN PENALARAN DAN REPRESENTASI MATEMATIS SISWA Hentiani Harahap, Febri
Relevan : Jurnal Pendidikan Matematika Vol 5 No 4 (2025): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/relevan.v5i4.1516

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe STAD berbantuan buku saku berbasis HOTS terhadap kemampuan penalaran dan representasi matematis siswa. Penelitian dilakukan secara kuantitatif dengan metode eksperimen semu pada siswa kelas XI MAS Ja’fariyah Hutaibus. Kelas eksperimen dan kelas kontrol masing-masing terdiri dari 25 siswa. Instrumen yang digunakan adalah tes penalaran dan representasi matematika. Hasil menunjukkan bahwa nilai rata-rata post-test penalaran matematis siswa di kelas eksperimen (43) lebih tinggi dibanding kelas kontrol (37), dengan perbedaan signifikan (Sig. 0,014 < 0,05). Sedangkan pada kemampuan representasi matematika, kelas eksperimen (32) juga lebih tinggi dari kelas kontrol (28,56), namun perbedaannya tidak signifikan (Sig. 0,094 > 0,05). Dengan demikian, model STAD berbantuan buku saku HOTS efektif meningkatkan kemampuan penalaran matematis, dan memberi dampak positif meskipun tidak signifikan terhadap kemampuan representasi matematis siswa. ABSTRACT This study aims to determine the effect of the STAD cooperative learning model assisted by HOTS-based pocket books on students' mathematical reasoning and representation abilities. The study was conducted quantitatively using a quasi-experimental method on 11th grade students at MAS Ja'fariyah Hutaibus. The experimental class and control class each consisted of 25 students. The instruments used were mathematical reasoning and representation tests. The results showed that the average post-test score for mathematical reasoning in the experimental class (43) was higher than that of the control class (37), with a significant difference (Sig. 0.014 < 0.05). Meanwhile, in mathematical representation ability, the experimental class (32) was also higher than the control class (28.56), but the difference was not significant (Sig. 0.094 > 0.05). Thus, the STAD model assisted by the HOTS pocket book is effective in improving mathematical reasoning ability and has a positive impact, albeit not significant, on students' mathematical representation ability.
PENGARUH STRATEGI TIME TOKEN DAN EXAMPLE NON EXAMPLES TERHADAP KEAKTIFAN DAN HASIL BELAJAR OPERASI ALJABAR Rahmah, Aulia Rahmah Lubis
Relevan : Jurnal Pendidikan Matematika Vol 5 No 4 (2025): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/relevan.v5i4.1521

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan keaktifan dan hasil belajar matematika siswa yang diajar menggunakan strategi pembelajaran Time Token dan strategi Example non Examples pada materi operasi aljabar kelas VIII di SMP Muhammadiyah 02 Medan. Metode yang digunakan adalah pendekatan kuantitatif dengan desain eksperimen semu tipe posttest only control group design. Sampel penelitian terdiri dari dua kelas yang dipilih secara purposive, yaitu kelas VIII-A yang menggunakan strategi Time Token dan kelas VIII-B yang menggunakan strategi Example non Examples, masing-masing berjumlah 28 siswa. Instrumen yang digunakan dalam penelitian ini berupa tes hasil belajar dan lembar observasi keaktifan siswa. Hasil analisis data menggunakan uji-t independen dengan bantuan SPSS versi 25 menunjukkan bahwa terdapat perbedaan yang signifikan antara kedua kelompok. Nilai rata-rata keaktifan siswa pada strategi Time Token adalah 82,14, lebih tinggi dibandingkan strategi Example non Example sebesar 72,85. Demikian pula, rata-rata hasil belajar siswa pada strategi Time Token adalah 82,85, sedangkan pada strategi Example non Examples adalah 75,71. Nilai signifikansi (Sig. 2-tailed) untuk keaktifan adalah 0,002 dan untuk hasil belajar adalah 0,004 (p < 0,05). Dengan demikian, strategi Time Token lebih efektif dalam meningkatkan keaktifan dan hasil belajar matematika siswa. ABSTRACT This study aims to determine the differences in the activeness and mathematics learning outcomes of students taught using the Time Token learning strategy and the Example non Examples strategy on algebraic operations material for class VIII at SMP Muhammadiyah 02 Medan. The method used is a quantitative approach with a quasi-experimental design type posttest only control group design. The research sample consisted of two classes selected purposively, namely class VIII-A which uses the Time Token strategy and class VIII-B which uses the Example non Examples strategy, each totaling 28 students. The instruments used in this study were learning outcome tests and student activity observation sheets. The results of data analysis using an independent t-test with the help of SPSS version 25 showed that there were significant differences between the two groups. The average value of student activeness in the Time Token strategy was 82.14, higher than the Example non Examples strategy of 72.85. Similarly, the average student learning outcomes in the Time Token strategy was 82.85, while in the Example non Examples strategy was 75.71. The significance value (Sig. 2-tailed) for activeness was 0.002 and for learning outcomes was 0.004 (p < 0.05). Thus, the Time Token strategy was more effective in improving students' activeness and mathematics learning outcomes.
ANALISIS KEMAMPUAN PENALARAN DAN KONEKSI MATEMATIS PADA MATERI HIMPUNAN Hasibuan, Indah Sari; Daulay, Nurika Khalila; Maysarah, Siti
Relevan : Jurnal Pendidikan Matematika Vol 5 No 4 (2025): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/relevan.v5i4.1562

Abstract

Penelitian ini bertujuan untuk (1) mengetahui kemampuan penalaran matematis siswa kelas VIII SMP PAB 5 Patumbak pada materi himpunan dan (2) mengetahui kemampuan koneksi matematis siswa pada materi yang sama. Jenis penelitian yang digunakan adalah penelitian deskriptif kualitatif dengan partisipan seluruh siswa kelas VIII-1 SMP PAB 5 Patumbak tahun ajaran 2023/2024. Data dikumpulkan melalui tes sebanyak dua soal dan wawancara berdasarkan indikator penalaran serta koneksi matematis. Analisis data menggunakan model Miles dan Huberman yang meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui uji kredibilitas, transferability, dependability, dan konfirmability. Hasil penelitian menunjukkan bahwa kemampuan penalaran matematis siswa berada pada kategori sedang, dengan pencapaian indikator memperkirakan proses penyelesaian serta menggunakan pola dan hubungan untuk menganalisis situasi matematis. Kemampuan koneksi matematis juga berada pada kategori sedang, dengan pencapaian indikator memahami hubungan antar gagasan dalam matematika dan mengenali keterkaitan antarkonsep. Temuan ini menunjukkan bahwa siswa kelas VIII-1 SMP PAB 5 Patumbak belum sepenuhnya mampu mengembangkan kemampuan penalaran dan koneksi matematisnya dalam menyelesaikan soal himpunan.  ABSTRACT This study aims to (1) determine the mathematical reasoning abilities of eighth-grade students at SMP PAB 5 Patumbak on the subject of sets and (2) determine the mathematical connection abilities of students on the same subject. The type of research used is qualitative descriptive research with participants consisting of all eighth-grade students at SMP PAB 5 Patumbak in the 2023/2024 academic year. Data were collected through two test questions and interviews based on indicators of mathematical reasoning and connections. Data analysis used the Miles and Huberman model, which includes data collection, data reduction, data presentation, and conclusion drawing. Data validity was tested through credibility, transferability, dependability, and confirmability tests. The results of the study indicate that students' mathematical reasoning abilities are in the moderate category, with achievements in the indicators of estimating the solution process and using patterns and relationships to analyze mathematical situations. Mathematical connection abilities are also in the moderate category, with achievements in the indicators of understanding the relationships between ideas in mathematics and recognizing the connections between concepts. These findings indicate that students in class VIII-1 of SMP PAB 5 Patumbak are not yet fully capable of developing their mathematical reasoning and connection abilities in solving set problems.
NALISIS KESULITAN GURU MATEMATIKA DALAM MENERAPKAN MODEL PEMBELAJARAN BERBASIS MASALAH PADA MATERI POLA BILANGAN Mawaddah, Putri Rizqa
Relevan : Jurnal Pendidikan Matematika Vol 5 No 4 (2025): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/relevan.v5i4.1568

Abstract

Penelitian ini membahas kesulitan guru matematika dalam menerapkan model pembelajaran berbasis masalah pada materi pola bilangan di kelas VIII Pesantren Madani Ikhwanul Hasanah. Penelitian menggunakan pendekatan kualitatif dengan subjek guru matematika dan siswa kelas VIII, serta instrumen berupa wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru mengalami kesulitan dalam menyiapkan materi, menentukan masalah yang sesuai, mengelola kerja kelompok siswa, serta menghadapi kondisi kelas yang kurang kondusif. Faktor penyebabnya meliputi kesiapan guru yang belum optimal, keterbatasan fasilitas, manajemen waktu yang kurang, perbedaan kemampuan siswa, dan rendahnya partisipasi. Adapun solusi yang dilakukan yaitu melalui pelatihan guru, penambahan fasilitas belajar, serta kerja sama dan berbagi pengalaman antar guru. ABSTRACT This study discusses the difficulties faced by mathematics teachers in applying problem-based learning models to number patterns in Grade VIII at Pesantren Madani Ikhwanul Hasanah. The study used a qualitative approach with mathematics teachers and Grade VIII students as subjects, as well as instruments such as interviews, observations, and documentation. The results of the study show that teachers experience difficulties in preparing materials, determining appropriate problems, managing student group work, and dealing with unfavorable classroom conditions. The contributing factors include suboptimal teacher readiness, limited facilities, poor time management, differences in student abilities, and low participation. The solutions implemented include teacher training, additional learning facilities, and cooperation and experience sharing among teachers.
ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA DI TINJAU DARI ADVERSITY QUOTIENT Amelia s, Rika
Relevan : Jurnal Pendidikan Matematika Vol 5 No 4 (2025): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/relevan.v5i4.1569

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masasalah matematis berdasarkan Adversity Quotient tipe Quitters, Campers dan Climbers. Penelitian ini menggunakan metode kualitatif. Subjek penelitian adalah siswa kelas X SMA PAB 4 Sampali yang terdiri dari 28 siswa. Instrumen yang digunakan berupa tes kemampuan pemecahan masalah, angket Adversity Quotient dan tes wawancara. Hasil penelitian menunjukkan bahwa siswa tipe Quitters memiliki kemampuan pemecahan masalah yang lemah (21,43%), siswa tipe Campers memiliki kemampuan pemecahan masalah yang terbilang cukup atau sedang (53,57%) dan Siswa tipe Climbers memiliki kemampuan pemecahan masalah yang cenderung tinggi (25,00%). Dari hasil data yang diperoleh, mayoritas siswa SMA PAB 4 Sampali memiliki Adversity Quotient tipe campers yang artinya memiliki kecerdasan menghadapi kesulitan yang baik sehingga memiliki kemampuan pemecahan masalah yang cukup baik pula. ABSTRACT This study aims to describe mathematical problem-solving abilities based on the Adversity Quotient types of Quitters, Campers, and Climbers. This study uses a qualitative method. The research subjects were 28 tenth-grade students at PAB 4 Sampali High School. The instruments used were a problem-solving ability test, an Adversity Quotient questionnaire, and an interview test. The results showed that Quitters-type students had weak problem-solving skills (21.43%), Campers-type students had fairly good or moderate problem-solving skills (53.57%), and Climbers-type students had relatively high problem-solving skills (25.00%). From the data obtained, the majority of students at PAB 4 Sampali High School had a Camper-type Adversity Quotient, which means they had good intelligence in facing difficulties and therefore had fairly good problem-solving skills.

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