Problem-solving Skills Research Articles

Role of the Principal as a Leader for Crisis Management in Primary Schools in Mexico

This work explores perceptions of both principals and teachers regarding the leader role and readiness of three Mexican primary school principals to manage critical events in their schools in the state of Yucatán. The study focusses on school communities embedded in disadvantageous social contexts characterized by poverty, family dysfunction, and violence as well as threats from natural disasters like hurricanes. Throughout in-depth interviews, principals expressed their concerns about their responsibilities and identified vulnerabilities in the case of a crisis in the school. Likewise, through focus groups we collected information on how teachers perceived the role of their principals in a crisis and their expectations and problem-solving skills in such situations. The main findings are that principals recognize the leadership they must have to resolve crises and understand they are responsible for the safety and well-being of students and the barriers they have encountered in these situations included the social context surrounding the school, institutional regulations, and a lack of training for crisis management. Specific competencies identified by the teachers for crisis management included informed decision-making, good communication, and acting quickly. Findings provide the basis for discussing the role of principals as leaders in a crisis, identifying specific training and communication requirements.

From training to practice: the lasting effects of IBSE on physics teachers’ professional development and classroom practices

Abstract This study explores the long-term impact of inquiry-based science education (IBSE) training on teacher professional development and classroom practices, focusing on two experienced educators who participated in the Teaching Enquiry with Mysteries Incorporated (TEMI) training program a decade ago. A qualitative case study approach was adopted, combining semi-structured interviews, classroom observations, and teacher self-assessments. Data were analysed to compare the adoption of IBSE, challenges faced, and professional growth achieved by both teachers. Initially skeptical, teacher A gradually integrated IBSE, transforming her teaching into a student-centred approach. Despite challenges in adapting her methods and managing time constraints, she observed increased student engagement and conceptual understanding. Teacher B, enthusiastic from the outset, implemented IBSE rapidly, emphasizing laboratory-based and interdisciplinary learning. She faced logistical challenges but achieved significant improvements in student curiosity and problem-solving skills. Though their journeys differed, both teachers experienced professional growth and enhanced student engagement through IBSE. Teacher A’s gradual adoption reflects the value of persistence, while teacher B’s enthusiasm highlights the benefits of early integration. This study demonstrates the transformative potential of long-term professional development in fostering innovative, inquiry-based teaching practices.

Pengembangan Media Pembelajaran Interaktif Edpuzzle Berbasis Problem Based Learning (PBL) Terhadap Kemampuan Pemecahan Masalah dalam Materi Statistika Kelas VII SMP Negeri 2 Samalantan

This study aims to determine the level of validity, practicality, and effectiveness of the Edpuzzle interactive learning media based on Problem-Based Learning (PBL) on problem-solving skills in statistics material. The research method used in this study is the research and development method. The subjects in this study were divided into two, namely development subjects and product trial subjects. The data collection tools used in this study were validation sheets, questionnaires, and tests. The resulting data was analysed descriptively quantitatively. Based on the research results that have been conducted, it can be concluded that the Edpuzzle interactive learning media based on PBL on problem-solving skills is very valid, very practical, and very effective to be used as a learning medium.

Formation of Digital Competence of Teachers in General ‎Secondary Education in The Context of The Educational Hub’s ‎Activities

The purpose of the article is to examine the methodological features of forming digital competence among general secondary education ‎teachers through the activities of educational hubs and to reveal the potential for using digital services in teacher training. This study ‎addresses one of the most important issues in the modern educational process – the formation of digital competence among educators, which ‎is viewed as a key condition for the New Ukrainian School concept and an essential skill for life in contemporary society. An analysis of ‎scientific approaches to the interpretation of "digital competence" term is conductedю Researchers consider a teacher's digital competence ‎not only as a set of knowledge, skills, and abilities necessary for the effective use of information and communication technologies (ICT) in ‎the educational process; it also encompasses the ability to integrate digital tools into the educational process, create interactive content, ‎organize distance learning, and ensure safety in the digital environment. The results of a study of digital competence level among future ‎general secondary education (GSE) teachers are described. The study was conducted at Nizhyn State University named after Mykola Hohol. ‎The sample consisted of 110 students from the 1st to 4th years in the field of Education/Pedagogy. The study results confirmed the ‎necessity and interest of students in enhancing their digital competence, leading to the establishment of an educational hub for future teachers. ‎Scientific approaches are summarized, and a unique definition of the term "educational hub" is formulated, which is viewed as a center that ‎unites various educational initiatives with a focus on innovation and modern teaching approaches. The main idea of such a hub is to create ‎an environment where students, educators, and teachers can collaborate, share knowledge, and generate new ideas. The contributions of ‎faculty within the Department of Pedagogy, Primary Education, Psychology, and Management, along with higher education students, in the ‎activities of various educational hubs are described, highlighting lesson developments and author projects using different electronic ‎educational resources. The results of a training program within the educational hub focused on forming digital competencies for future ‎teachers are outlined, demonstrating its effectiveness. The program content included acquiring new knowledge and skills, mastering various ‎digital technologies, the ability to search for, analyze, and critically evaluate information from diverse sources, and skills in creating games, ‎presentations, interactive exercises, and mind maps. It also includes creating engaging content; developing critical thinking abilities and ‎problem-solving skills through digital technologies, and selecting appropriate digital tools to achieve educational goals, as well as ‎developing interactive tasks and projects‎.

Examining the impact of Galilean and Euclidean methods on students’ performance in calculating triangle areas based on given vertices

The research compares Euclidean and Galilean methods in calculating triangle areas. It assesses how these different geometric frameworks influence problem-solving strategies and computational efficiency amongst thirty grade 10 male students at a selected school in Iraq. A mixed-methods approach was employed, using quantitative data from student assessments and qualitative data from interviews to evaluate the impact of these methods. The findings indicate that curriculum modifications, such as integrating Galilean methods alongside traditional Euclidean approaches, can enhance students’ understanding of geometric principles and improve their problem-solving skills. Additionally, research indicates that students find Galilean methods enjoyable, motivating, and novels which clarifies concepts and positively influences their perceptions of mathematics. The study highlights the importance of curriculum development incorporating diverse methodologies to cater to varied learning styles and promote a more inclusive and effective learning environment. The implications extend to educational practices, emphasizing the need for educators to adopt multifaceted approaches that foster enhanced mathematical literacy and prepare students for real-world applications.

Analysis of Life Skills of Students Studying in Hatay Mustafa Kemal University

The aim of this research is to investigate whether there is any difference between the life skills of students studying in different departments of Hatay Mustafa Kemal University. The scanning model was used in the research. The study group was created with the easily accessible sampling method. 210 students participated in the study voluntarily. The "Life Skills Scale" developed by Polat and Balaman (2017) was used as the data collection tool. Since the data were not normally distributed, non-parametric tests, Mann-Whitney U and Kruskal-Wallis Tests were used. According to the research findings, while there was a significant difference in the sub-dimension of coping with emotions and stress in favor of men in terms of gender variable, no difference was found between the total life skills score and other sub-dimensions. A significant difference was found between the departments in which the participants studied and the total life skills score in favor of the Physical Education and Sports Teaching departments. According to the scores obtained from the sub-dimensions, there was a statistically significant difference between the skills of coping with emotions and stress, empathy and self-awareness skills, creative thinking and critical thinking skills, while the difference between decision-making and problem-solving skills, communication and interpersonal relationship skills was not statistically significant. In addition, a positive significant relationship was found between the scores obtained from the life skills scale and the scores obtained from all sub-dimensions. In line with the research results, life skills should be integrated into education programs, stress coping skills should be supported, and activities that will improve teamwork and communication skills should be planned.

Does the PBL-STEM model improve students' deductive, inductive, and reasoning skills in biology?

Environmental pollution is a critical issue that requires students to develop strong reasoning and problem-solving skills to understand and address its complexities. However, traditional learning models are not optimal in fostering high-level thinking skills. This study aimed to determine the effect of the PBL-STEM model on deductive, inductive, and considering abilities. The research method used was a quasi-experimental nonequivalent control group pretest-posttest design. The population of this study consisted of 232 tenth-grade students at Senior High Schools 1Pakem. The sampling technique used was cluster random sampling. The sample included class X.C (control group: discovery learning mode), X.D (experimental group: PBL-STEM), and X.E (placebo group: PBL). The data collection technique used in this study was a test consisting of essay questions. The data collection instrument used was 15 valid and reliable essay questions. The research data were analyzed using descriptive quantitative analysis and a one-way MANOVA test. The result of 0.00 < 0.05 means that the implementation of the STEM-based PBL learning model is effective in improving the deduction, induction, and consideration skills of grade X high school students on Environmental Pollution material. Thus, the PBL-STEM model can be an effective alternative to improve critical thinking skills in Biology learning.

Mathematical Problem-Solving and Self-Efficacy in the Context of Algebraic Derivatives: A High School Study

The derivative of algebraic functions as a foundation for applications in mathematics, science, and engineering. Due to its complexity and contextual relevance, learning this topic demands not only strong problem-solving skills but also high levels of self-efficacy to support students’ confidence and persistence in mastering the material. Therefore, this study aims to analyze students’ mathematical problem-solving abilities and self-efficacy related to algebraic function derivatives. Conducted at a high school in Yogyakarta City, the study used a qualitative descriptive approach. Problem-solving was examined based on Polya’s steps: understanding the problem, devising a plan, carrying out the plan, and looking back. Self-efficacy was analyzed using Bandura’s dimensions: level, generality, and strength. The data was taken by self-efficacy questionnaire with Likert scale. The results elaborate students' problem-solving abilities in the topic of algebraic function derivatives fall into the good category. Students are also at a good level of self-efficacy. This study leads to the main conclusion that students’ problem-solving ability and self-efficacy in algebraic function derivatives are both categorized as good, and that there is a positive relationship between the two, indicating that higher self-efficacy corresponds to better problem-solving performance. These findings suggest that self-efficacy plays a significant role in supporting students’ success. Further research is recommended to explore this relationship more deeply, both qualitatively and quantitatively.

Problem-Based Learning-Based Electronic Teaching Materials: The Effect on the Mathematical Problem-Solving Ability of Junior High School Students

The teaching and learning process is very closely related to using teaching materials. The teaching materials used should be able to build the skills that exist in students, one of which is the ability to solve mathematical problems. However, until now, students' mathematical problem-solving skills are in the low group. Based on a survey conducted by PISA in 2022, the mathematical problem-solving ability of Indonesian students is still below the international level. This study analyses the influence of using Problem-Based Learning (PBL)-based electronic teaching materials on students' mathematical problem-solving skills. The research was conducted at SMPN 3 Sungai Raya and involved two groups, an experimental class using PBL-based electronic teaching materials and a control class using conventional learning methods. Data were obtained through pretest and posttest tests, which were analysed using the Mann-Whitney U non-parametric test because the data were not normally distributed based on the Kolmogorov-Smirnov and Shapiro-Wilk tests. The results of the analysis showed that there was no significant difference in students' initial ability (pre-test) between the two groups, with a significance value of 0.616 (>0.05). However, after being given the treatment, there was a significant difference in the post-test (0,000 < 0,05) results, indicating that the PBL approach significantly improved the students' mathematical problem-solving ability. The gain score analysis also showed a significant difference between the experimental and control classes (0,000 < 0,05), which confirmed that PBL-based teaching materials were more effective in improving students' abilities than conventional methods.

MEDIATING EFFECT OF ACADEMIC SELF-EFFICACY ON THE RELATIONSHIP BETWEEN SELF-DIRECTED LEARNINGAND PROBLEM-SOLVING SKILLS OF STUDENTS IN MATHEMATICS

This study determined the mediating effect of academic self-efficacy on the relationship between self-directed learning and problem-solving skills of students in Mathematics. A descriptive-correlational research design was employed. There were 264 Grade 9 respondents in four (4) public secondary schools in the Division of Davao de Oro who were chosen in a stratified random sampling. This study used two standardized and one researcher-made questionnaire. Mean, Pearson r, and mediation analysis using sobel test were used as statistical tools. The extent of self-directed learning of students in terms of learning motivation, planning and implementing, self-monitoring, and interpersonal communication is very highly extensive. The level of problem-solving skills of students in terms of understand the problem, devise a plan, carry out the plan, and look back is high. The level of academic self-efficacy of students in terms of self-regulated learning, persistence, competence, and perceived control is very high. The results revealed that there is a significant relationship between self-directed learning and problem–solving skills of students, academic self-efficacy and problem–solving skills of students, and self-directed learning and academic self-efficacy. The academic self-efficacy significantly mediate the relationship between self-directed learning and problem – solving skills of students with partial mediation. Students need technical assistance from their teachers, parents, and other people around them. The results implied that students who are self-directed and academically self-efficient do well in their problem solving skills. Keywords: Self-Directed Learning, Academic Self – Efficacy, Mathematical Problem – Solving Skills, Descriptive-Correlational Research Design, Mediation Analysis, Sobel Test, Davao De Oro, Philippines

Upaya Peningkatan Kemampuan Pemecahan Masalah Statistika Bivariat bagi Siswa Kelas XI-6 SMA N 3 Salatiga melalui Model Process Oriented Guided Inquiry Learning (Model POGIL)

This classroom action research aims to improve students’ problem-solving skills in the topic of Bivariate Statistics through the implementation of the Process Oriented Guided Inquiry Learning (POGIL) model. The research subjects were 33 students (17 male and 16 female) from class XI-6 of SMA Negeri 3 Salatiga during the even semester of the 2024/2025 academic year. Data were collected through observations of learning implementation and problem-solving ability tests, then analyzed using descriptive statistics. The success indicator was defined as at least 80% of students achieving a moderate to high level of problem-solving ability, along with an increase in the average score in each cycle. The results showed that in the pre-cycle stage, 75.76% of students had met the minimum mastery criteria, which increased to 90.9% in the first cycle, and further to 96.96% in the second cycle. Moreover, further analysis indicated a consistent improvement in the average scores across each cycle. Therefore, it can be concluded that the problem-solving skills of XI-6 of SMA N 3 Salatiga students in Bivariate Statistics improved after the implementation of the POGIL model.

Analysis of science learning outcomes on motion and force topics among seventh-grade students from gender perspective

Science education is crucial for equipping students with problem-solving skills in the 21st century. However, students' understanding of science material, particularly motion and force, often varies and impacts learning outcomes. This study aims to analyze the science learning outcomes for motion and force material among seventh-grade MTs students and to investigate whether there are significant differences based on gender. This research employed a mixed-methods approach with a sequential explanatory design, involving 77 seventh-grade students from 2 male and 2 female classes. Data were collected using a test instrument (12 two-tier multiple-choice questions, C3-C5 cognitive levels), questionnaires, and teacher interviews. Quantitative descriptive and inferential data analyses (independent samples t-test) were conducted after normality and homogeneity tests. The findings reveal a significant difference in science learning outcomes for motion and force material between male and female students. The average learning outcome for female students (66.46) was higher than that for male students (56.62). This difference was consistent across cognitive indicators (application, analysis, evaluation) and sub-materials (motion and force). Observations indicated that female students demonstrated higher ambition and logical prioritization, aligning with the finding that they consistently achieved better scores.

Inventive Problem-Solving Skills Effectiveness in RBT Project-Based Learning (PBL)

Examining how well a TRIZ-based Project-Based Learning (PBL) module fosters creative problem-solving abilities in secondary school students enrolled in Design and Technology (RBT) courses is the goal of this study. The combination of PBL with structured creative problem-solving techniques like TRIZ, particularly in the context of RBT topics, is still largely unexplored, even though PBL has been widely used in Malaysian education. In this quasi-experimental study, 118 Form 2 students were split into two groups: a control group (n = 58) that received traditional instruction and a treatment group (n = 60) that received the PBL intervention. The 12-week TRIZ methodology-based module was presented to the treatment group. The treatment group's mean scores increased by 34% (from 50.72% to 67.93%) compared to the control group's 16% improvement, according to pre- and post-test data. Significantly, the treatment group showed a stronger change in mastery levels and high order thinking abilities in every aspect of problem-solving. The results imply that the TRIZ-based PBL module fosters structured and innovative problem-solving skills more successfully than conventional methods. By giving a scalable methodology for developing 21st-century skills, the study offers new insights by presenting a verified pedagogical framework that incorporates TRIZ into project-based learning for secondary education.

Implementation of Multimedia-assisted Collaborative Game-Based Learning to Improve Competitive Spirit and Problem Solving Ability in Literacy Learning for Elementary Students

Implementation of Multimedia-assisted Collaborative Game-Based Learning to Improve Competitive Spirit and Problem Solving Ability in Literacy Learning for Elementary Students. Objectives: This study aims to analyze the effectiveness of collaborative game-based learning assisted by multimedia in improving the competitive spirit and problem solving skills of literacy learning for elementary school students. Methods: A quantitative research approach was used, with an experimental research design. The specific design was a one-group pre-test post-test design. The research subjects consisted of 30 grade 4-6 students from an elementary school in Surabaya. Data were collected through pre- and post-test assessments to evaluate the impact of the intervention. Findings: The findings revealed that the implementation of multimedia-assisted collaborative game-based learning had a significant positive effect on students' competitive spirit and problem-solving abilities. By integrating game elements with team-based collaboration, this approach enhanced students' literacy skills while fostering critical, creative, and analytical thinking. The collaborative nature of the games allowed students to engage in healthy competition, which not only boosted their motivation but also improved their teamwork and communication skills. Additionally, students developed negotiation skills and learned how to work cooperatively to achieve common goals, which are vital social competencies. Conclusion: In conclusion, the implementation of multimedia-assisted collaborative game-based learning proved to be an effective strategy for enhancing students' competitive spirit, problem-solving skills, and literacy development. The approach, by combining game elements with collaborative efforts, effectively promoted critical thinking and enhanced social skills, making it a promising educational tool for elementary school students. This study suggests that game-based learning, supported by multimedia, can be an engaging and effective method to improve both cognitive and social outcomes in literacy education. Keywords: collaborative learning, game-based learning, literacy learning, competitive spirit, problem solving skills.

The Impact of Blended Learning on Students' Grades in Introductory Programming Courses

Background and Aim: Blended learning has gradually become an important part of educational reform. This study selects first-year students majoring in Computer Science and Technology from Zhanjiang University of Science and Technology in China as the research subjects. It compares the application effects of blended learning and traditional teaching in introductory programming courses through a quasi-experimental design. The aim is to explore the impact of blended learning on students' programming course grades, verify its advantages over traditional teaching, and provide empirical references for computer programming education. Materials and Methods: This study employed a quasi-experimental design, selecting 110 first-year Computer Science and Technology students. Participants were divided into experimental and control groups, each with 55 students. The experimental group used the Rain Classroom platform for blended learning, while the control group received traditional classroom instruction. Data on programming skills and course grades were collected for comparison. Results: The findings revealed that there was no significant difference between the two groups in their understanding of programming concepts (p = 0.058, d = 0.366). Nevertheless, the experimental group demonstrated significantly higher performance than the control group in problem-solving skills (p < .001, d = 1.636), debugging and troubleshooting (p < .001, d = 1.974), and algorithmic thinking (p < .001, d = 0.974). Independent samples t-tests confirmed that blended learning significantly enhanced students' abilities in these practical skills and higher-order cognitive domains. Conclusion: Compared with traditional teaching, blended learning has a significant effect on enhancing students' problem-solving skills, debugging and troubleshooting abilities, as well as algorithmic thinking. However, its direct impact on improving understanding of programming concepts may not be immediately evident. These findings provide strong evidence to support the application of blended learning in introductory programming courses and offer valuable references for future teaching practices and research.

The Mediating Effect of Study Habits on the Relationship between Math Anxiety and Problem-solving Skills of Grade 10 Mathematics Students in Davao Oriental

Math anxiety has affected the learning of many learners by blocking their mathematical problem-solving abilities. Students continue to believe that problem-solving is more difficult despite not being able to do so, only to find that they exert less effort in developing these skills. This study aimed to determine whether study habits significantly mediate the relationship between math anxiety and problem-solving of grade 10 mathematics students in the Division of Davao Oriental. A descriptive-correlational research design with mediation analysis was used. The respondents of this research were 224 Grade 10 learners from five public secondary schools in Governor Generoso South District. Stratified random sampling was utilized. This study used two adapted questionnaires – Math Anxiety Scale developed by Erol, (1989) as utilized by Olmez & Olmez, (2019), and Study Habits Questionnaire adapted from Sakirudeen & Sanni, (2017) – and one researcher-made questionnaire. Mean, Standard Deviation, Pearson r and Sobel’s z-test were used as statistical tools. The data was stored in encrypted digital files and kept in a locked cabinet for physical documents, accessible only to the researcher. Findings were analyzed using licensed statistical software and interpreted based on the study's objectives. Study findings revealed students’ math anxiety as moderately evident, their study habits as highly observed, and poor problem-solving skills. However, the results of the study showed no significant relationships in any pair of variables. Moreover, the results conclude that study habits do not significantly mediate the relationship between math anxiety and problem-solving skills. The researcher recommends that students focus on developing their problem-solving skills, rather than prioritizing extracurricular activities, and use their online and offline resources for their studies. Likewise, teachers must also encourage their learners to engage during class discussions and activities. Further, it is recommended that further research investigating other variables related to students' problem-solving skills as a function of their level of math anxiety and study habits be conducted.

An Innovative and Sustainable Design Approach in Contemporary Architectural Education: Parasitic Architecture

This paper investigates parasitic architecture as an innovative and sustainable approach in contemporary architectural education. Parasitic architecture, which establishes symbiotic relationships with existing structures, is explored as a design strategy for creating new spaces within constrained urban environments. The study's methodology includes a multi-phase process beginning with a literature review and discussions on parasitic architecture, sustainability, flexibility, and innovation. Students then proposed structures based on their urban experiences and developed scenarios linked to architectural programs. The final phase involved a design studio at Bingöl University, where students applied parasitic architecture principles to real-world scenarios. The results demonstrate that this approach significantly fosters creative problem-solving skills, refunctionalizes spaces, and enhances environmental awareness. The study highlights the potential of parasitic architecture in addressing post-disaster challenges in urban environments like Bingöl, contributing to the reactivation of underutilized spaces and enhancing the social and cultural vitality of urban areas. This positions parasitic architecture as an effective strategy in both architectural education and practice.

An Innovative and Sustainable Design Approach in Contemporary Architectural Education: Parasitic Architecture

This paper investigates parasitic architecture as an innovative and sustainable approach in contemporary architectural education. Parasitic architecture, which establishes symbiotic relationships with existing structures, is explored as a design strategy for creating new spaces within constrained urban environments. The study's methodology includes a multi-phase process beginning with a literature review and discussions on parasitic architecture, sustainability, flexibility, and innovation. Students then proposed structures based on their urban experiences and developed scenarios linked to architectural programs. The final phase involved a design studio at Bingöl University, where students applied parasitic architecture principles to real-world scenarios. The results demonstrate that this approach significantly fosters creative problem-solving skills, refunctionalizes spaces, and enhances environmental awareness. The study highlights the potential of parasitic architecture in addressing post-disaster challenges in urban environments like Bingöl, contributing to the reactivation of underutilized spaces and enhancing the social and cultural vitality of urban areas. This positions parasitic architecture as an effective strategy in both architectural education and practice.

Analisis Kemampuan Pemecahan Masalah Matematis Siswa Kelas VII Pada Materi Bentuk Aljabar Menggunakan Model Pembelajaran Problem Based Learning di SMP Kristen Palla

This study aims to analyze the mathematical problem-solving abilities of seventh-grade students at SMP Kristen Palla on the topic of algebraic expressions using the Problem Based Learning (PBL) model. This research employed a qualitative descriptive approach involving 20 student participants. Data were collected through problem-solving tests and interviews based on Polya's problem-solving steps: understanding the problem, devising a plan, carrying out the plan, and reviewing the result. Data analysis techniques using the Miles & Huberman model, namely; data reduction, data presentation, and drawing conclusions. The results showed that 10 students (50%) demonstrated high problem-solving abilities and achieved mastery, 6 students (30%) were in the medium category, and 4 students (20%) were in the low category. Based on the minimum mastery criterion (KKM) set at 75, 10 students (50%) met the standard, while the other 10 (50%) did not. The PBL model effectively supports students in developing critical thinking and problem-solving skills, making learning more meaningful and contextual. This study is expected to serve as a reference for teachers in implementing effective instructional strategies to enhance students' mathematical problem-solving abilities

The Role of Adversity Quotient in Enhancing Students’ Mathematical Problem-Solving Skills

This research is motivated by the low mathematical problem solving ability of students at State Junior High School 19 Kerinci. The purpose of this study is to determine and analyze students' mathematical problem solving abilities in terms of Adversity Quotient (AQ) on quadratic equation material. The problem solving indicators in this study use the problem solving ability indicators according to Polya. This research is a qualitative study. This research was conducted at State Junior High School 19 Kerinci with the subject selection technique used was purposive sampling. The selection of research subjects was based on the results of students' daily test scores on quadratic equation material. The data collection in this study was a mathematical problem solving ability test on quadratic equation material, and an Adversity Quotient questionnaire. Data analysis was carried out using quantitative descriptive techniques, namely summarizing numeric (quantitative) data sequentially and in a structured manner. The results of this study indicate that Adversity Quotient (AQ) can provide significant changes to students' mathematical problem solving abilities, especially in classes IX B and IX C as samples in this study. With this research, it is hoped that mathematics learning in class can be carried out in various ways, so that it can hone and improve students' problem-solving abilities and Adversity Quotient (AQ).