Abstract
Adversity Quotient (AQ) is a person's ability to overcome difficulties someone faces. It shows how students overcome their difficulties. This study aims to describe the students’ AQ in online mathematics learning during the Covid-19 pandemic era and see if there is an effect of the number of platforms used when learning on students' AQ. A survey method is used with 2093 respondents consisting of Senior High School, Islamic Senior High School, and Vocational High School students from 32 provinces in Indonesia. The instrument of the Adversity Response Profile (ARP) questionnaire consists of 30 statements with two questions each. However, two open-ended questions were given before proceeding to the ARP questionnaire. The ARP questionnaire was made in and distributed through Google Form. The results show that students’ AQ in online mathematics learning was Camper. This means that the respondents were sufficient in overcoming difficulties when learning mathematics online, but they were quickly satisfied with the results which led them not to develop themselves further. Furthermore, there is no effect of the number of platforms used when learning mathematics online on the students' AQ.
Highlights
The Covid-19 pandemic has changed the fabric of school learning systems around the world
There is no effect of the number of platforms used when learning mathematics online on the students' Adversity Quotient (AQ)
What platforms are used for online learning at your school? The results of this study show that there are various platforms used by schools in Indonesia which are categorized as follows: Learning Management System, Video Conference, Chat Application, Video Application, and other platforms
Summary
The Covid-19 pandemic has changed the fabric of school learning systems around the world. Learning that should be done in the classroom has been done at home now. Learning that should be done in the classroom has been done at home This is because schools are considered prone to viruses to reproduce, making them dangerous for students and teachers (Sintema, 2020). Other countries started to close schools, but did not stop the teaching and learning process due to the widespread pandemic. Not all countries affected by the pandemic closed all their schools. Primary schools in Iceland remained open when the class size was under 20 students. In Sweden, most primary schools and junior high schools remained open while high schools were shifted to distance learning (Schleicher, 2020)
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