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EVALUASI PROSES PEMBELAJARAN MATEMATIKA KELOMPOK BELAJAR PAKET C HARAPAN KECAMATAN GEMOLONG KABUPATEN SRAGEN Ngatman, Ngatman; Mardiyana, Mardiyana; Roswitha, Mania
Journal of Mathematics and Mathematics Education Vol 2, No 2 (2012): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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AbstrakÂ Penelitian ini bertujuan untuk mengevaluasi dan mendiskripsikan 1) Proses pembelajaran matematika di Kejar Paket C PKBM Harapan Kecamatan Gemolong, 2) Pelaksanaan kurikulum di Kejar Paket C PKBM Harapan Kecamatan Gemolong, 3) Kendala-kendalaÂ dalam proses pembelajaran matematika di Kejar Paket C PKBM Harapan Kecamatan Gemolong, 4) Untuk memberikan rekomendasi solusi terhadap kendala yang muncul pada proses pembelajaran matematika Kejar Paket C PKBM Harapan Kecamatan Gemolong.Penelitian ini adalah penelitian evaluatif dengan pendekatan deskritif kualitatif. Sumber informasi dalam penelitian ini adalah Kepala Sekolah, siswa atau warga belajar, guru atau tutor Kejar Paket C Harapan Kecamatan Gemolong Kabupaten Sragen. Teknik pengumpulan data yang digunakan adalah teknik wawancara, observasi kelas dan dokumentasi. Teknik analisis data yang digunakan adalah teknik alur yang meliputi pengumpulan data, penyajian data, reduksi data dan penarikan kesimpulan.Dari hasil analisis data dapat disimpulkan bahwa: 1) proses pembelajaran matematika di kelas Kejar Paket C Harapan Kecamatan Gemolong belum berlangsung kondusif, guru atau tutor menggunakan metode yang monoton sehingga siswa merasa jenuh, 2) pelaksanaan kurikulum di Kejar Paket C Harapan telah sesuai dengan ketentuan Kurikulum Pendidikan Kesetaraan, 3) kendala-kendala yang dihadapi dalam proses pembelajaran antara lain kebanyakan siswa membawa anak-anak mereka ke dalam kelas, guru jarang mengikuti workshop model pembelajaran, tidak tersedia buku pegangan siswa.Rekomendasi atas kendala yang dihadapi dalam proses pembelajaran adalah: 1) menganjurkan siswa agar tidak membawa anak-anak ke dalam kelas, 2) mengikutkan guru dalam workshop model pembelajaran, 3) pengadaan buku pegangan siswa secara bertahap.Â Kata kunci : Evaluasi Proses, kelompok belajar Paket C, pembelajaran matematikaÂ

PROFIL KETERAMPILAN GEOMETRI SISWA TUNANETRA DI SEKOLAH INKLUSI PADA MATERI SEGIEMPAT ( Studi Kasus di SMP MIS Surakarta) Ardiantoro, Gigih; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: This research is aimed to describe the skills in geometry of visually impaired inclusion students on rectangular learning. This research was qualitative research. The research subjects were grade IX student of SMP MIS Surakarta. There were 3 students consisting of 1 low vision student, 1 totally blind when he was 15 years old, and 1 totally blind since she was born. The procedure of selecting the subject used in this research was purposive sampling technique. The data of research was collected through interviews based on rectangular task. The data was analyzed based the theory skill in Geometryâs of Hoffer. The steps are : analyze all data are available from several sources, perform data reduction, compiling data in units, categorization the obtained data unit which shows each information on skill in Geometry of blind students in SMP MIS Surakarta as well as implementation of inclusion programs at SMP MIS Surakartaâs data. Skill in Geometryâs data was validated using time triangulation andÂ implementation of inclusion programs at SMP MIS Surakartaâs data was validated using sources triangulation. The result of this research show that: 1) skills in geometry of low vision student cannot reach level 2 at all; 2) skills in geometry of student with totally blind when he was 15 year old can reach level 2 just on drawings skill. However, he cannot mastering level 0 on drawings skill well; 3) skills in geometry of student with totally blind since she was born cannot reach level 2 at all; 4) factors that affect skills in geometry of the students are availability of textbooks for students with visual impairment, the role of special guidances teachers, availability and uses of learning medium, teacher who has skills to handle student with visual impairment.Keywords: Geometry, Skills in Geometry, Visually impaired Student, Inclusions Student, RectangularÂ

ANALISIS MISKONSEPSI MAHASISWA STKIP PGRI PACITAN PADA MATA KULIAH PENGANTAR DASAR MATEMATIKA POKOK BAHASAN LOGIKA DITINJAU DARI GAYA KOGNITIF MAHASISWA Irawan, Edi; Riyadi, Riyadi; Triyanto, Triyanto
Journal of Mathematics and Mathematics Education Vol 2, No 1 (2012): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstrak :Miskonsepsi adalah gagasan yang tidak sesuai dengan pengertian ilmiah atau pengertian yang dicetuskan oleh para pakar dalam suatu bidang serta bisa berupa pengertian yang tidak akurat terhadap konsep, penggunaan konsep yang salah, klasifikasi contoh-contoh yang salah, kekacauan konsep-konsep yang berbeda dan hubungan hierarkis konsep-konsep yang tidak benar. Oleh karena itu, diperlukan informasi mengenai miskonsepsi untuk menghindari terjadinya miskonsepsi yang berkelanjutan. Salah satu faktor yang berpengaruh terhadap penguasaan konsep seseorang adalah gaya kognitif. Penelitian ini bertujuan untuk mengidentifikasi dan mendeskripsikan terjadinya miskonsepsi pada mata kuliah pengantar dasar matematika pokok bahasan logika, ditinjau dari gaya kognitif mahasiswa. Penelitian ini termasuk penelitian deskriptif kualitatif dengan metode studi kasus. Subjek pada penelitian ini adalah mahasiswa semester satu Program Studi Pendidikan Matematika STKIP PGRI Pacitan, tahun 2011. Teknik yang digunakan dalam pengambilan subjek adalah purposive sampling. Identifikasi terjadinya miskonsepsi dilakukan dengan menggunakan teknik Certainly of Response Index(CRI) yang dikembangkan oleh Saleem Hasan. Sedangkan identifikasi gaya kognitif mahasiswa dilakukan dengan menggunakan instrumen Group Embedded Figures Test(GEFT) yang dikembangkan oleh Witkin. Analisis data hasil penelitian dilakukan dengan menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa proporsi miskonsepsi pada mahasiswa dengan gaya kognitif Field dependent(FD) lebih tinggi dibandingkan dengan miskonsepsi pada mahasiswa dengan gaya kognitif Field independent(FI). Mahasiswa FD lebih banyak mengalami miskonsepsi pada konsep invers, konvers, dan kontraposisi (38 %) sedangkan pada mahasiswa FI lebih banyak mengalami miskonsepsi pada konsep negasi pernyataan majemuk dan pernyataan berkuantor (32 %). Miskonsepsi pada mahasiswa FD lebih banyak disebabkan oleh prakonsepsi yang salah dan rendahnya kemampuan mahasiswa. Sedangkan miskonsepsi pada mahasiswa FI lebih banyak disebabkan oleh Simplifikasi dan intuisi yang salah dari mahasiswa.Kata kunci: miskonsepsi, gaya kognitif, CRI, GEFT.

EKSPERIMENTASI PENDEKATAN PEMBELAJARAN RECIPROCAL TEACHING DENGAN ALAT PERAGA PADA POKOK BAHASAN LINGKARAN DITINJAU DARI KREATIVITAS SISWA Thalib, Faradila; Mardiyana, Mardiyana; Sutrima, Sutrima
Journal of Mathematics and Mathematics Education Vol 4, No 1 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: This research aims at revealing:(1) which one results better learning achievement on the subject of circle among Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach; (2) which one has better mathematics learning achievement among students with high, average, or low creativity; (3) at each of creativity levels (high, average, and low), which one results better learning achievement on the subject of circle among Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional apprroach; (4) at each of teaching approaches (Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach), which group of students has better learning achievement among groups with high, average, or low creativity. This research was quasi-experimental research which employs 3 x 3 factorial design. The population of this research was all of the eleventh grade students of State Junior High Schools in Ternate. The sampling technique used was stratified cluster random sampling. There were 178 students selected as the sample of this research. Based on the research findings, it can be concluded that: (1) students taught by Reciprocal Teaching with Learning Tools have better mathematics learning achievement than those taught by Reciprocal Teaching, students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional approach, and students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional teaching; (2) students with high, average, and low creativity have the same mathematics learning achievement; (3) at each of creativity levels (high, average, and low), Reciprocal Teaching with Learning Tools results better mathematics learning achievement than Reciprocal Teaching and conventional approach do, and Reciprocal Teaching results better mathematics learning achievement than conventional approach does; (4) at each of teaching approaches (Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach), students with high, average, and low creativity have the same mathematics learning achievement.Key words: Reciprocal Teaching with Learning Tools, Reciprocal Teaching, Conventional Approach, Creativity, Mathematics Learning Achievement.

PENGEMBANGAN MEDIA PEMBELAJARAN DESAIN TEMATIK: UPAYA MENINGKATKAN HASIL BELAJAR SISWA DAN KEMAMPUAN PENGELOLAAN KELAS BAGI GURU SD DALAM IMPLEMENTASI KURIKULUM 2013 Chrisnawati, Henny Ekana; Usodo, Budi; Pramesthi, Getut; Sutopo, Sutopo
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: Integrated thematic learning is learning approach that associates some positive aspects in the intra and inter-subject. The integration properties is based on the theme as a binding relationship between matters and there is no separation between the material and subjects, require management setting of learning from the teachers. For that purpose, the aims of this program is to develop a media learning of elementary school students in the implementation of the curriculum 2013 in improving student learning outcomes and assisting elementary school teachersâ in designing teaching and learning activities in the classroom. The software that used is macromedia flash mx, because macromedia flash mx is one of animation software that can be used as a fun media learning and easier software for student to interact with the learning experience.The method used this research is a RnD Thiagarajan model, ie, Define, Design and Develop. The result of the development of the media learning was tested on a limited basis in elementary school student grade IV SD II Al Abidin and SD Warga Surakarta. The results of this research are (1) Media learning have been developed with implementing the 4D Thiagarajan, (2) The results of the content validation, a media learning with Macromedia Flash application are fit can be used with the revision, and the results of the assessment, indicating the category of eligibility amounting as 80 .825% (3) The reliability of the observation of students response and instructional media development results, showing good agreement category (75.5%), (4) Learning outcomes showed 88% of students have a score above KKM school.Keywords: Thematic design, RnD, Macromedia Flash

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS (TGT) YANG DIMODIFIKASI DENGAN ASSESSMENT FOR LEARNING (AFL) PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS XI SMK TEKNIK DI KABUPATEN MADIUN Suryanto, Suryanto; Usodo, Budi; Mardiyana, Mardiyana
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The objective of this research was to investigate the effect of learning models on the learning achievement in Mathematics viewed from creativity of the student. The learning models compared were Teams Games Tournaments (TGT) The Modified By Assessment For Learning (AfL), Teams Games Tournaments (TGT) an direct model. This research is a quasi-experimental research with a 3x3 factorial design. The population of this research is all class 11th student of Vocational High School in Madiun. Sampling was done by stratified cluster random sampling of the sample totaled 266 students, with details of 87 students in the experimental class of 90 students in two experimental classes and 89 students in the control class. The instruments used to collect data were mathematics achievement test and test creativity in learning. The technique of analyzing the data was two-ways ANOVA with unequal cells. The results of research showed that: (1) The model of cooperative learning TGT modified AfL provides mathematics learning achievement better than cooperative learning model TGT and direct learning. TGT cooperative learning model provides mathematics learning achievement as well as direct learning model; (2) Students who have a high learning creativity gives better mathematics learning achievement than students who have studied creativity medium and low. Students who have studied creativity is giving mathematics learning achievement as well as students with low learning creativity; (3) For each learning model show that, the prestige mathematics students with high creativity learning are better than the student who have medium or low, and students who have the creativity learning is giving better mathematics learning achievement than students with low learning creativity. (4) For each students level of creativity show that, cooperative learning model TGT modified AfL provides mathematics learning achievement better than cooperative learning model TGT and direct learning. TGT cooperative learning model provides better mathematics learning achievement than direct learning model.Keywords: cooperative learning, TGT modified AfL, TGT, creativity in learning, academic achievement.

STRATEGI GURU DALAM MEMBELAJARKAN MATEMATIKA PADA SUB POKOK BAHASAN SIFAT-SIFAT BANGUN DATAR KEPADA ANAK TUNARUNGU Hidayati, Herlina
Journal of Mathematics and Mathematics Education Vol 2, No 1 (2012): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Â ABSTRACTDeaf children are those who lose their auditory capability, both, partly or completely causing their auditory sense has no functional value in daily life. Accordingly, with this condition, they will experience difficulty in a learning process. Therefore, special learning strategy is needed to teach mathematics to deaf children and scaffolding can be used to help students who have difficulties. A learning strategy is a way that will be selected and used by a teacher to deliver learning material so that it will facilitate learner in achieving an expected learning goal. A learning strategy covers method, technique, and tactic in a process of learning. Whereas, scaffolding is supports provided in each stage of learning and problem solving. Purpose of the research is to describe a teacherâs ways of teaching learning material of flat structure and how does a teacher provide scaffolding to deaf students of class V of SLB-B YRTRW of Surakarta who have difficulty in working on exercise problems.The research is a descriptive-qualitative research with case study approach. Sample is taken by using purposive random sampling technique. The subjectÂ research of this study is a fifth grade mathematics teacher SLB-B YRTRW of Surakarta. Data is collected by using observation and interview. Data of the researchâs result is analyzed by using Miles and Huberman model.The results showed that the strategy used teacher in mathematics learning of the subject sub properties built flat which includes the use of methods and techniques look the same as learning in school in general, but in terms of tactics look very different. Teachers use a variety of tactics such as opening the lesson teacher led prayer gestured with hands clapped over and over again. Having students collect homework by standing in front of students and to repeat what hes talking about. Roll students by asking the other students by appointing a bench of students who do not belong to clarify the expression on her speech. Appoint students who have not focused attention on the lesson with the student approached and patted him then give the question. Train students to speak by pointing and other students to give examples if still canât approach the teacher and students are trained to speak directly with speech and expression made it clear repeatedly. Asking questions about the last lesson by holding up a flat image was then shown to the students with a straight face talking all that clarified and the question was asked repeatedly followed gesture. Deliver the learning objectives in a way it slowly with expression speak to clarify and say it repeatedly. When the core lessons teachers deliver the material to write the title and the drawing up on the board by providing a detailed description of the image. Introduce a flat up by showing a picture and then pointed to the writing on the blackboard. Images shown in the direction of all students by holding the picture. Conduct debriefing with the students by providing questions to the students by using a flat image and up to students who canât speak with the teacher asking questions and the question was asked how to deal repeatedly with clear expression and speech writing problem on the board. Introduce the opposite side and a flat pair up with examples in actual practice in daily life by having four students come forward and form a position opposite and pair up with to explain to students that is opposite and in pairs they practice it as such. When closing the lesson the teacher to make conclusions lesson by guiding students to repeat the lesson by standing next to the blackboard and pointing fingers properties that have been written. Give homework to students, the given problem is a problem that already exists at student worksheets but the teacher wrote the book back on the board and page numbers matter. While the teacher in providing scaffolding for students who have difficulty in doing the practice questions by writing them back problem on the board and having students read back the question by pointing to questions over and over again. For students who do not understand about the teacher highlights the core problem that has been written in the book and give examples of students. Guiding students individually to check students work by giving you step-by-step work coherently to give an example to measure, draw and annotate a complete picture. When finished working on the teacher invites students to discuss the matter with one of the students pointed forward or just by reading about the matter by pointing at the book and then the students respond orally.Key words: learning strategies, scaffolding, learning mathematics, the properties of a flat wake, hearing impairment.

PROSES MEMBANGUN PENGETAHUAN KONSEPTUAL PADA SISWA KELAS VIII DALAM PEMBELAJARAN MATEMATIKA DI SMP NEGERI 1 KUDUS Arisjanti, Nova Ayu; Sujadi, Imam; Kusmayadi, Tri Atmojo
Journal of Mathematics and Mathematics Education Vol 4, No 1 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The objective of this research is to describe the process of conceptual knowledge building of the students in Grade VIII in Mathematics learning at State Junior High School 1 of Kudus. This research used a qualitative case study method. The subjects of the research were three students in Grade VIII of the school with the high, medium, and low academic abilities respectively. The subjects of the research were chosen by using the purposive sampling technique. The data of the research were gathered through passive participatory observations. All of the learning activities were documented by taping them with handy camera. Based on data analysis of the three students in Grade VIII with the high, medium, and low academic abilities respectively in mathematics learning at the cube and cuboid elements at State Junior High School 1 of Kudus are as follows. (1) The process of conceptual knowledge building of the subject of the research with the low academic ability. Initially the knowledge associated with submitted materials teachers are still global. The information and knowledge obtained from doing the exercises, through: (a) visualizing the shape of cube and cuboid into the other shape to identify the elements; (b) making the relation and category classification between cube and cuboid. Doing the other activity, like: (a) learning the note book, handbook, and studentâs work sheet; (b) using the complete note book as reference in the learning; (c) attending courses. (2) The process of conceptual knowledge building of the subject of the research with the medium academic ability. Initially knowledge obtained from teacher in the mathematics learning still global. The information and knowledge obtained from doing the exercises, through: (a) making the relation and category classification between cube and cuboid; (b) identifying the side of shape from cuboid through example. Doing the other activity, like: (a) relearning the material; (b) using material from explanation the teacher as reference in the learning; (c) giving certain signs if there are differences in the contents of the learning materials of the books learned; (d) doing the different exercises with example from the teacher; (e) attending courses. (3) The process of conceptual knowledge building of the subject of the research with the high academic ability. Initially acquired knowledge not as detailed as what the teachers explained. The information and knowledge obtained from doing the exercises, through: (a) discussion; (b) visualizing the shape of cube and cuboid into the other shape to indentify the elements; (c) determining criteria of classification the cube and cuboid. Doing the other activity, like: (a) reading the material; (b) doing the exercises from the formula and solution in the handbook; (c) attending courses.Keywords: the process of knowledge building, conceptual knowledge, and mathematics learning.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI), GROUP INVESTIGATION (GI), DAN PEMBELAJARAN LANGSUNG PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VIII SMP NEGERI SE-KOTA SURAKARTA Meilasari, Venty; Budiyono, Budiyono; Slamet, Isnandar
Journal of Mathematics and Mathematics Education Vol 6, No 1 (2016): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: This research aimed to find out: (1) which one providing better mathematics learning achievement, TAI model, GI model or direct instruction model, (2) which one providing better mathematics learning achievement, the high, medium or low independence of learning students, (3) in each learning models, which one providing better mathematics learning achievement, the high, medium, or low independence of learning students, (4) in each categories of independence of learning, which one providing better mathematics learning achievement, TAI model, GI model or direct instruction learning model. This research used the quasi-experimental research method. The research design was a 3Ã3 factorial design. The population were all students of the eight class of junior high school in Surakarta on academic year 2015/2016. The sample was taken using stratified cluster random sampling and consisted of 281 students. The instruments used were independence of learning questionnaire and mathematics achievement test. The proposed hypothesis of the research were analyzed by using two-way analysis of variance with unbalanced cells. The conclusions of this research were as follow. (1) TAI model provided the mathematics achievement as good as GI model, TAI model and GI model provided better mathematics achievement than direct instruction model. (2) The high independence of learning student had better mathematics achievement than medium and low independence of learning students, and the medium had better than low independence of learning students. (3) In TAI model and direct instruction model, the high, medium, and low independence of learning had the same mathematics achievement, in GI learning model, the high independence of learning students had mathematics achievement as good as the medium independence of learning students, the high independence of learning had better than the low independence of learning, and the medium independence of learning students had the same as the low independence of learning students. (4) In high and low independence of learning, TAI model, GI model, and direct instruction model provided the same achievement, in medium independence of learning, TAI model and GI model provided the same achievement, TAI model provided better achievement than direct instruction model, GI model was the same as direct instruction model.Keyword: TAI, GI, Direct Instruction, Independence of Learning, and Mathematics Achievement

PROSES BERPIKIR SISWA KELAS VII SMP NEGERI 2 SEMEN KEDIRI BERDASARKAN TAHAP PROSES BERPIKIR SOLSO DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT (AQ) Hanafiah, Anis; Riyadi, Riyadi; Sujadi, Imam
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The purposes of the research were to describe (1) Thinking process of climber students grade VII SMPN 2 Semen in problem solving of mathematics. (2) Thinking process of camper students grade VII SMPN 2 Semen in problem solving of mathematics (3) Thinking process of quitter students grade VII SMPN 2 Semen in problem solving of mathematics. The thinking process in this research uses steps of Solso thinking, forming concept, logically, and taking decision. This research is qualitative descriptive research. The subjects in this research are taken by purposive sampling. The subjects of this research are 3 students from grade VII SMPN 2 Semen, they are 1 student of climber type, 1 student of campers type, and 1 student of quitters type. The data collection of this research uses polling and questionaire technic based on duties that is done for comparison material. The legality of data used in this research is triangulation time and using reference sufficience. The technic of data analysis used is Miles and Huberman concept, these are data reduction, giving data and getting conclution. The results of this research show that (1) the thinking process of climber students, in problem solving of mathematics on steps: (a) understanding the problem that have done: (i) forming concept, (ii) thinking logically, (iii) taking decision; (b) arranging the plan for problem solving by: (i) forming concept, (ii) thinking logically, (iii) taking decision. (c) doing the plan of problem solving by: (i) forming concept, (ii) thinking logically, (iii) taking decision. (d) recheck the result by: (i) forming concept, (ii) thinking logically, (iii) taking decision; (2) The thinking process of camper students in problem solving of mathematics on steps: (a) understanding the problem by: (i) forming concept, (ii) thinking logically, (iii) taking decision. (b) arranging the plan for problem solving by: (i) forming concept, (ii) thinking logically, (iii) not taking decision. (c) doing the plan for problem solving, by (i) forming concept, (ii) thinking logically, (iii) taking decision. (d) recheck the result by: (i) forming concept, (ii) thinking logically, (iii) not taking decision. (3) The thinking process of quitter students in problem solving of mathematics on steps: (a) understanding the problem by, (i) forming concept, (ii) not thinking logically, (iii) canât take decision. (b) planning for problem soving: (i) not forming concept, (ii) thinking logically, (iii) canât take decision, (c) canât run for the probem solving. (d) not rechecking the problem solving.Keywords: thinking process, problem solving, Adversity Quotient (AQ)

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