Kemampuan Berpikir Reflektif Siswa Dalam Menyelesaikan Soal Numerasi Konten Geometri Dan Pengukuran Ditinjau Dari Adversity Quotient
Students Reflective Thinking Ability in Solving Numeracy Problems of Geometry and Measurement Content in terms of Adversity Quotient
Mukti, Ika Prasetya. 2025. Kemampuan Berpikir Reflektif Siswa Dalam Menyelesaikan Soal Numerasi Konten Geometri Dan Pengukuran Ditinjau Dari Adversity Quotient. Tesis. Program Studi Pendidikan Matematika, Fakultas Matematika Dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya. Pembimbing: (I) Dr. Endah Budi Rahaju, M.Pd. dan (II) Dr. Budi Rahadjeng, M.Si.
Kata-Kata Kunci: Kemampuan berpikir reflektif, Numerasi, Geometri dan Pengukuran, Adversity Quotient.
Kemampuan berpikir reflektif adalah tingkat kecakapan seseorang melakukan aktivitas mental dalam menggunakan pengetahuan dan pengalaman yang dimiliki untuk menyelesaikan suatu masalah secara efektif. Diperlukan suatu kecerdasan untuk menghadapi dan mengatasi kesulitan atau tantangan dalam menyelesaikan suatu permasalahan, yang disebut dengan Adversity Quotient.
Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir reflektif siswa dengan AQ climber, camper dan quitter dalam menyelesaikan soal numerasi konten geometri dan pengukuran. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Subjek dalam penelitian ini sebanyak enam siswa yang terdiri atas dua siswa climber, dua siswa camper dan dua siswa quitter. Instrumen yang digunakan meliputi, soal numerasi, pedoman wawancara dan angket ARP.
Hasil dari penelitian ini menunjukkan bahwa siswa climber menunjukkan kemampuan berpikir reflektif yang baik, karena dapat melakukan semua indikator pada setiap komponen berpikir reflektif, yaitu description of experience based on the problem, elaboration of the experience in generating solution strategies, analysis of the experience based on solution, evaluating the experience based on solution. Sedangkan siswa camper menunjukkan kemampuan berpikir reflektif yang cukup baik. Siswa camper tidak mampu melakukan salah satu indikator pada komponen analysis of the experience based on solution yaitu mengatasi atau memperbaiki kelemahan yang dimiliki atau dilakukan dan pada komponen evaluating the experience based on solution, siswa tidak melakukan indikator memeriksa kembali penyelesaian yang telah dilakukan. Sedangkan siswa quitter menunjukkan kemampuan berpikir reflektif yang kurang baik, karena siswa quitter tidak dapat melakukan semua indikator pada komponen analysis of the experience based on solution dan pada komponen evaluating the experience based on solution siswa quitter tidak melakukan dua indikator yaitu memeriksa kembali langkah-langkah penyelesaian yang dilakukan serta tidak meyakini kebenaran jawaban yang diperoleh.
ABSTRACT
Mukti, Ika Prasetya. 2025. Students Reflective Thinking Ability in Solving Numeracy Problems of Geometry and Measurement Content in terms of Adversity Quotient. Thesis. Mathematics Education Study Program, Faculty of Mathematics and Natural Sciences, Surabaya State University. Advisor: (I) Dr. Endah Budi Rahaju, M.Pd. and (II) Dr. Budi Rahadjeng, M.Si.
Key Words: Reflective thinking ability, Numeracy, Geometry and Measurement, Adversity Quotient.
Reflective thinking ability is the level of a person's ability to carry out mental activities using their knowledge and experience to solve a problem effectively. It takes intelligence to face and overcome difficulties or challenges in solving a problem, which is called the Adversity Quotient.
This study aims to describe the reflective thinking ability of students with AQ climber, camper, and quitter in solving numeracy problems in geometry and measurement content. This research is descriptive research with a qualitative approach. The subjects in this study were six students consisting of two climber students, two camper students, and two quitter students. The instruments used include numeracy questions, interview guidelines and ARP questionnaire.
The results of this study show that climber students show good reflective thinking ability, because they can perform all indicators in each component of reflective thinking, namely description of experience based on the problem, elaboration of the experience in generating solution strategies, analysis of the experience based on solution, evaluating the experience based on solution. Meanwhile, camper students show fairly good reflective thinking ability. Camper students are unable to perform one of the indicators in the analysis of the experience based on solution component, namely overcoming or correcting weaknesses owned or carried out and in the evaluating the experience based on solution component, students do not perform the indicator of re-examining solution that has been done. While quitter students show poor reflective thinking ability, because quitter students cannot perform all indicators in the analysis of the experience based on solution component and in the evaluating the experience based on solution component, quitter students do not perform two indicators, namely re-examining solution steps taken and not believing the correctness of the answers obtained.