Abstract
The aims of this study are ; (1) students 'mathematical critical thinking abilities through the Realistic Mathematics Education approach, (2) students' Quotient Adversity through the Realistic Mathematics Education approach, and (3) difficulties in critical thinking experienced by students in solving mathematical problems through approaches Realistic Mathematics Education. Research subjects class VII-I of SMP Negeri 3 Stabat totaling 32 students. This research is a qualitative descriptive study. The instruments of this study were tests of mathematical critical thinking skills, ARP (Adversity Response Profile) and interview guidelines. Data analysis was performed using the Miles and Huberman models. The results showed: (1) Students 'mathematical critical thinking abilities through the Realistic Mathematics Education approach showed 25% were in the low category. Then the moderate category were 11 students or 34.375%. Furthermore for the high category there were 13 students or 40.625% (2) Adversity Quotient students through the Realistic Mathematics Education approach that as many as 18 students are in the range of Adversity Quotient classified as Climber, as many as 6 students with the criteria for transitioning Camper to Climber, then 8 students for the Camper criteria with a percentage of 25%, and subsequently there are no students with respectively the criteria for switching from Quitter to Camper or Quitter (3) difficulties experienced by students in solving mathematical problems through the Realistic Mathematics Education approach have difficulty understanding concepts, difficulties in applying principles, and also difficulties in verbal matters. Keywords : Mathematical Critical Thinking Ability, Adversity Quotient, Realistic Mathematics Education DOI : 10.7176/JEP/11-17-17 Publication date : June 30th 2020
Highlights
This can be seen in the results of the 2015 Trends In International Mathematics and Science Study (TIMSS) conducted for junior high school students with the characteristics of high cognitive level questions that can measure critical thinking skills showing that Indonesian students consistently fall below the ranks with a score of 397.In the results of the study, Indonesian students were weak in all aspects of content and cognitive
Education approach compared to conventional learning that has been taught to students before because during learning each student is able change the context of the real world into a mathematical model, each student gives his idea of ideas to the group in solving mathematical problems, most students interact between students and teachers if there is a misunderstanding experienced by students
During learning through the Realistic Mathematics Education approach, student adversity quotient is better than before because there is a good struggle shown by students in solving contextual problems given and able to survive in difficult circumstances and not discouraged in solving these problems
Summary
Based on the results of the 2015 Program for International Student Assessment (PISA), the mathematical abilities of Indonesian students reached a score of 386 points From these results it can be concluded that learning and mathematical problems applied in Indonesia differ from those that are standardized at the international level, so students are not accustomed to questions with TIMSS and PISA standards where the questions use critical thinking processes in solving. Difficulties in learning involve mathematical critical thinking skills and come from other factors, one of which is the ability of students to respond to the material provided by the teacher, namely Adversity Quotient. According to Supardi (2013: 63), Adversity Quotient is often identified with the struggle to fight adversity.From the description above, students' difficulties in learning mathematics make students' critical thinking skills and students' Adversity Quotient relatively low, efforts in mathematics learning are needed. One learning that can be assumed to be able to improve students' mathematical critical thinking skills and student's Adversity Quotient is through the Realistic Mathematics Education learning approach
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