Analysis of Students' Mathematical Representation Ability in Terms of Adversity Quotient

Tyas Rahayu Wijayani 1 Indonesia , Ipah Muzdalipah 1 Indonesia , Depi Setialesmana 1 Indonesia
1 Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas Siliwangi
Link Copied!
Published 2026-03-07
Vol. 6 No. 1 (2026) PAGES 338 - 355
DOI 10.51574/kognitif.v6i1.3245
Views / Downloads 106 132

This study aims to describe students' mathematical representation abilities in terms of Adversity Quotient (AQ). The study used a qualitative method with a descriptive approach. Four students of grade XI MIPA MA Serba Bakti were selected purposively based on the results of the AQ questionnaire to represent the categories of Climbers, Campers–Climbers, Campers, and Quitters–Campers. The research instruments were an AQ questionnaire, a mathematical representation ability test, and a validated interview. Data were analyzed using the Miles and Huberman model which includes data reduction, data presentation, and conclusion drawing. The results showed that the higher the AQ category, the more complete, detailed, and correct the mathematical representation produced. Conversely, the lower the AQ category, the mathematical representation tends to be incomplete, incoherent, or produce incorrect answers. This finding confirms the relationship between AQ and mathematical representation abilities. Theoretically, this study strengthens the study of the role of non-cognitive factors in mathematics learning, while pedagogically its implications encourage teachers to consider AQ factors in designing learning strategies.

Wijayani, T. R., Muzdalipah, I., & Setialesmana, D. (2026). Analysis of Students’ Mathematical Representation Ability in Terms of Adversity Quotient. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 6(1), 338–355. https://doi.org/10.51574/kognitif.v6i1.3245
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Andrew J. Martin, H. W. M. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43, 267–281. https://doi.org/10.1002/pits.20149
  2. Andriani, N. L., & Fauziyah, N. (2024). Analisis Kemampuan Representasi Matematis Siswa Ditinjau Dari Kecemasan Matematika [Analysis Of Students ’ Mathematical Representation Ability In Terms Of Math Anxiety]. 8(2), 201–212. https://doi.org/10.19166/johme.v8i2.8357
  3. Artiah, & Untarti, R. (2017). Pengaruh Model Reciprocal Teaching terhadap Kemampuan Representasi Matematis Siswa Kelas VII SMP Negeri 6 Purwokerto. AlphaMath, 3(1), 1–11. https://doi.org/10.30595/alphamath.v3i1.1929
  4. Atikasuri, A., & Kusaeri, A. (2024). Kognitif. 4(May), 353–367. https://doi.org/10.51574/kognitif.v4i1.1486
  5. Charismana, D. S., Retnawati, H., & Dhewantoro, H. N. S. (2022). Motivasi Belajar Dan Prestasi Belajar Pada Mata Pelajaran Ppkn Di Indonesia: Kajian Analisis Meta. Bhineka Tunggal Ika: Kajian Teori Dan Praktik Pendidikan PKn, 9(2), 99–113. https://doi.org/10.36706/jbti.v9i2.18333
  6. Crede, M., Tynan, M., Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. https://psycnet.apa.org/doi/10.1037/pspp0000102
  7. Creswell John W., C. J. D. (2014). Research Design, Qualitative, Quantitative, and Mixed Methods Approaches. In Writing Center Talk over Time: A Mixed-Method Study. https://doi.org/10.4324/9780429469237
  8. Dinapoli,J., & Miller, E. K. (2022). Recognizing, supporting, and improving student perseverance in mathematical problem-solving: The role of conceptual thinking scaffolds. The Journal of Mathematical Behavior. https://doi.org/10.1016/j.jmathb.2022.100965
  9. Duval, R. (2006). A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics. Educational Studies in Mathematics, 61, 103–131. https://doi.org/10.1007/s10649-006-0400-z
  10. Goldin, G. (2002). Representation in Mathematical Learning and Problem Solving. ResearchGate.
  11. Heng, T. (2024). Improving Students ’ Visual Representation and Conceptual Understanding to Overcome Learning Difficulties in Geometry. 8(2), 91–104. https://doi.org/10.12928/ijeme.v8i2.29834
  12. Husain, D. S., Darhim, D., & Kusnandi, K. (2022). Kemampuan Representasi Matematis Ditinjau Dari Adversity Quotient Dan Self-Efficacy. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(4), 3684. https://doi.org/10.24127/ajpm.v11i4.5903
  13. Kaya, S. (2022). Math Mindsets and Academic Grit : How Are They Related to Primary Math Achievement ? 10(3), 298–309. https://doi.org/10.30935/scimath/11881
  14. Klara, B., Prihatin, I., & Haryadi, R. (2021). Analisis Kemampuan Representasi Matematis Berdasarkan Gaya Belajar Siswa Pada Materi Operasi Hitung Bentuk Aljabar Di Smp Negeri 1 Sengah Temila. Jurnal Prodi Pendidikan Matematika (JPMM), 3(2), 303–313. https://jurnal.mipatek.upgripnk.ac.id/index.php/JPPM/article/view/143
  15. Kusgiarohmah, P. A., & Rahardjo, S. (2022). Kemampuan Representasi Simbolik Mahasiswa Calon Guru dalam Menyelesaikan Masalah Matematika Ditinjau dari Perbedaan Gender. 06(01), 560–571. https://doi.org/10.31004/cendekia.v6i1.1135
  16. Lina, L. R. H. (2024). Analisis Kemampuan Representasi Matematis Siswa Berdasarkan Tahapan Krulik dan Rudnick Ditinjau dari Adversity Quotient. Edu Cendikia: Jurnal Ilmiah Kependidikan, 4(01), 128–135. https://doi.org/10.47709/educendikia.v4i01.4161
  17. Marina, R., & Susanti, E. (2025). Analisis Kemampuan Representasi Matematis Siswa SMP pada Materi Perbandingan Menggunakan Konteks Jajanan Analysis of Junior High School Students ’ Mathematical Representation Abilities on Comparison Material Using the Context of Snacks. 13(1), 31–46. https://doi.org/10.29100/jp2m.v11i2.7591
  18. Mataheru, E. E. (2024). Analisis Kemampuan Representasi dan Koneksi Matematis Peserta Didik dalam Menyelesaikan Soal Kubus dan Balok. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 4(4), 1780–1797. https://doi.org/10.51574/kognitif.v4i4.2739
  19. NCTM, (2000). Program: The National Council of Teachers of Mathematics. The Mathematics Teacher, 43(5), 224–231. https://doi.org/10.5951/mt.43.5.0224
  20. Nuraeni, Murtiadi Awaluddin, & Mutakallim. (2022). Adversity Quotient, Self Efficacy dan Lingkungan Bagi Kegiatan Kewirausahaan Mahasiswa Berbasis Teknologi. Al-Mashrafiyah: Jurnal Ekonomi, Keuangan, Dan Perbankan Syariah, 6(1), 81–93. https://doi.org/10.24252/al-mashrafiyah.v6i1.27973
  21. Nuraini, I., Lubis, D. I., & Wandini, R. R. (2024). Analisis Kemampuan Representasi Visual Siswa Sekolah Dasar pada Pembelajaran Matematika. 8, 2211–2216. https://doi.org/10.31004/jptam.v8i1.12728
  22. Program, J., & Pendidikan, S. (2024). Pre - service teachers ’ symbolic - visual representation skills in adding and subtracting fractions Universitas Negeri Malang , Malang , Indonesia. 13(3), 1064–1084. https://doi.org/10.1007/s10649-006-0400-z
  23. Purnamasari, L. (2018). Pengelompokan Kepribadian Manusia Ditinjau Dari Adversity Quotient (Aq),Studi Kasus Mahasiswa Fasilkom Kelas Paralel Semester Ganjil Tahun Akademik 2017/2018 Sesi 10 Mata Kuliah Business Englishdalam Mengatasi Masalah Bahasa Inggris. 4(1), 47. www.dictionary.cambridg.org
  24. R. Lesh, Thomas R. Post, M. B. (1987). Representations and translations among representations in mathematics learning and problem solving. In Problems of Representation in the Teaching and Learning of Mathematics. Experts@Minnesota, 33–40. https://experts.umn.edu/en/publications/representations-and-translations-among-representations-in-mathema/
  25. Rahman, H. A., Bachri, B. S., & Maureen, I. Y. (2024). Instrumen Tes untuk Mengukur Keterampilan Berpikir Kritis pada Materi Statistika. 08, 1472–1480. https://doi.org/10.31004/cendekia.v8i2.3343
  26. Rif, M., & Imama, K. (2024). Role of visual abilities in mathematics learning : An analysis of conceptual representation. 15(1), 87–97. https://doi.org/10.24042/ajpm.v15i1.22406
  27. Septianingtyas, N., & Jusra, H. (2020). Kemampuan Pemecahan Masalah Matematis Peserta Didik Berdasarkan Adversity Quotient. Jurnal Cendekia : Jurnal Pendidikan Matematika, 4(2), 657–672. https://doi.org/10.31004/cendekia.v4i2.263
  28. Soegiyono. (2015). Metode Penelitian Kuantitatif Kualitatif dan R&D (pp. 1–346).
  29. Stoltz, P. G. (2005). The Most Important Factor iin Achieving Success.,Adversity Quotient, Turning Obstacles into Opportunities.
  30. Sugiarti, T., Suwito, A., & Ummah, F. R. (2022). Representasi Matematis Siswa dalam Menyelesaikan PISA Konten Space and Shape ditinjau dari Adversity Quotient. PYTHAGORAS : Jurnal Matematika dan Pendidikan Matematika, 17(2), 441-450. https://doi.org/10.21831/pythagoras.v17i2.47686

Copyright (c) 2026 Tyas Rahayu Wijayani, Ipah Muzdalipah, Depi Setialesmana

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Education and Talent Development Center of Indonesia (ETDC Indonesia)
e-mail: kognitif@etdc.org, website : https://etdc-indonesia.com

Creative Commons License
Kognitif: Jurnal Riset HOTS Pendidikan Matematika dengan Situs: https://etdci.org/journal/kognitif  berlisensi  Creative Commons Attribution-ShareAlike 4.0 International License

p-ISSN 2776-9984, e-ISSN 2776-9704 

Dimensions Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Original Research Articles
Keywords
Adversity Quotient (AQ) Mathematical Representation Ability Climbers Campers Quitters