Based on the results of these initial observations, it can be interpreted that a learning model is needed that can increase enthusiasm for learning and students’ attitudes towards mathematics. This attitude is made possible by increasing the enthusiasm for learning, attention, persistence, and self-confidence of students. In mathematics this topic is often referred to as a mathematical disposition. A complete discussion of mathematical dispositions can be seen in the previous article.
Abstract
The integration of character building education into the Indonesian curriculum aims to strengthen and incorporate values in students, leading to adjustments in school curricula. In this regard, it is important to foster diligent, persistent, and critical thinking in mathematics learning among students. This disposition in mathematics is referred to as “mathematics disposition.” A factor that may influence a student’s mathematics disposition is their Adversity Quotient (AQ), which represents their ability to adapt, approach problems, and view them as challenges that require solutions. Each student possesses a unique AQ in mathematics learning, categorized as quitters, campers, or climbers.
The objective of this study is to determine which AQ type, whether quitters, campers, or climbers, exhibits a stronger mathematics disposition. This research follows a quantitative approach utilizing a survey method, where data is collected through questionnaires. The study includes 189 students from three Vocational High Schools in Gunungkidul Regency, Indonesia, representing high, medium, and low school categories. The data analysis technique employed is one-way ANOVA with unbalanced cells, along with the post hoc test using the Scheffe method. The findings reveal that students with a climbers AQ type demonstrate a superior mathematics disposition compared to students with campers and quitters AQ types. Moreover, students with a campers AQ type exhibit the same level of mathematics disposition as students with a quitters AQ type.
Introduction
Education plays a crucial part in preparing skilled individuals who can effectively compete in the advancement of science and technology. As individuals enter society and the workforce, the significance of education becomes increasingly evident, as they need to apply the knowledge acquired in school to tackle the challenges encountered in daily life, especially in the current era of globalization.
Within the education system, mathematics holds a pivotal position. Enhancing the quality of mathematics education is one of the key endeavors to attain a competent education system. Mathematics education plays a vital role in fostering the overall quality of education in Indonesia. This is because mathematics cultivates a logical and systematic mindset, enhancing problem-solving abilities. Proficiency in mathematics is essential for interpreting data, resolving everyday problems, providing numerical, graphical, and geometrical explanations, and effectively communicating using mathematical language [1].
The purpose of mathematics learning
The aim of learning mathematics is to foster various abilities, such as the capacity to explore, formulate conjectures, employ logical reasoning, tackle non-routine problems, communicate mathematically, and establish connections among mathematical ideas [2]. Mathematics goes beyond quantitative calculations; it also shapes thinking patterns, particularly in developing analytical skills, synthesizing information, evaluating, and problem-solving. By familiarizing and instilling mathematical characteristics in students, these abilities can be cultivated.
The integration of character building education into the Indonesian curriculum necessitated adjustments to the curricula. Mathematics, as a subject, plays a significant role in developing students’ character values. This is evident in students who demonstrate confidence, diligence, persistence, interest, and critical thinking when tackling various mathematical problems. Moreover, students should possess a curiosity for mathematics and value its applications. These attributes collectively form the concept of mathematics disposition, which holds great importance in the mathematics learning process. Mathematics disposition is not solely influenced by passive experiences but also by the environment and guidance provided by individuals surrounding the student [3]. Teachers have a crucial role in constructing a learning environment that nurtures mathematics disposition, as the outcomes of students’ experiences in the classroom are influenced by teaching methods. The enthusiasm of both teachers and students in teaching and learning can contribute to an increase in students’ mathematics disposition [4].
Download Full Text Article.
