Adversity Quotient in Mathematics Learning
DOI:
https://doi.org/10.31980/plusminus.v3i3.1503Keywords:
AQ, Pembelajaran, Model, Learning, Adversity QuotientAbstract
Tinjauan literatur sistematis ini menganalisis 11 artikel terpilih (2017-2021) dari 78 artikel yang disaring menggunakan Covidence, dengan tujuan untuk mengungkap peran penting Adversity Quotient (AQ) dalam pembelajaran matematika, terutama dalam pemecahan masalah, penalaran, berpikir fleksibel, minat, dan kreativitas siswa. Hasil analisis menunjukkan bahwa siswa dengan AQ tinggi menunjukkan kemampuan unggul dalam memahami, merencanakan, melaksanakan, dan mengevaluasi solusi masalah, serta memiliki kemampuan penalaran semiotik yang kuat. Model pembelajaran inovatif seperti BBL, PBL dan pembelajaran realistik terbukti efektif meningkatkan AQ dan hasil belajar matematika. Selain itu, terdapat hubungan signifikan antara minat belajar, AQ, dan kemampuan berpikir kreatif matematis siswa. Meskipun penelitian ini memberikan kontribusi berharga, keterbatasannya (ukuran sampel kecil, dominasi desain kuasi-eksperimental) perlu diatasi dengan penelitian lebih lanjut menggunakan desain eksperimen yang lebih kuat, sampel yang lebih besar dan beragam, serta menggali lebih dalam interaksi AQ dengan faktor lain dalam pembelajaran matematika.
This systematic literature review analyzed 11 articles (2017-2021) selected from 78 screened using Covidence, aiming to uncover the crucial role of Adversity Quotient (AQ) in mathematics learning, particularly in problem-solving, reasoning, flexible thinking, interest, and creativity. Findings reveal that high-AQ students demonstrate superior abilities in understanding, planning, executing, and evaluating problem solutions, along with strong semiotic reasoning. Innovative learning models like BBL, PBL, and realistic learning effectively enhance AQ and math achievement. Additionally, a significant relationship exists between learning interest, AQ, and students' mathematical creative thinking abilities. Despite valuable contributions, limitations (small sample sizes, predominance of quasi-experimental designs) necessitate further research using stronger experimental designs, larger and more diverse samples, and deeper exploration of AQ's interaction with other factors in mathematics learning.
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