Abstract
Problem-solving of High Order Thinking Skill (HOTS) problems Mathematics is a part of the mathematics learning process that requires high-level adversity quotient (AQ) for students. This study aims to analyze the AQ level of students in solving mathematics HOTS problems. This research uses a case study-based qualitative approach. Research participants consisted of 47 students of class XI at an MA in East Lombok, NTB, in the even semester of the 2020-2021 academic year. The research sample was determined by purposive sampling. The instrument used was a diagnostic test consisting of descriptive questions and multiple-choice, AQ questionnaire, and interview guidelines. The results showed that: 1) the AQ level of the students was in the medium category in solving HOTS mathematics questions, 2) there was no relationship between the level of mathematics problem-solving ability and the AQ level of students in solving the HOTS mathematics problems, 3) the students quickly gave up in solving HOTS mathematics questions, and 4) Students have difficulty in the aspects of language, concepts, and strategies in solving HOTS Mathematics problems.
Highlights
Mathematics learning in the industrial revolution era 4.0 is a form of mathematics learning that emphasizes work and problem-solving skills
From the results of a good documentation study of the MA students' problem-solving ability tests in solving high order thinking skills (HOTS) mathematics questions, it can be seen that 70% of students have a language difficulty, 27% of students have a problem in modelling, and 40% of students have difficulty in application
This is based on the indicators set by the researcher in knowing the abilities and issues of students in solving mathematics HOTS problems, namely: (a) the language aspect, namely (1) students do not understand the meaning of keywords, and (2) students do not understand the importance of the sentence in the problem; (b) conceptual aspects, namely (1) students are not able to make representations, and (2) students do not understand strategies; (c) applied aspects, namely (1) students cannot use methods, (2) students are wrong in the process, and (3) students do not verify answers
Summary
Mathematics learning in the industrial revolution era 4.0 is a form of mathematics learning that emphasizes work and problem-solving skills. These two aspects of gifts are part of student mathematics learning in madrasas in the 2013 curriculum. The facts in the field show that students still have difficulty solving HOTS problems in mathematics. This can be seen from the excerpt from an interview with one of the class XI MA students in East Lombok as follows: Researcher: When the teacher gives math HOTS questions to students, can you solve them?
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