Efforts to improve the quality of education have been carried out by improving the implementation of the learning process. However, the efforts that have been made have not shown satisfactory results. This can be seen from the learning achievement shown by students, especially in mathematics. Therefore, students’ mastery of mathematics needs to be improved.
Abstract
Efforts to enhance the quality of education have focused on improving the implementation of teaching and learning methods, but these efforts have proven insufficient. This inadequacy is evident in the low levels of achievement observed in students’ mathematics learning. Among the various factors that can influence students’ mathematics learning achievement, one crucial factor is their Adversity Quotient (AQ). AQ can be classified into three types: quitters, campers, and climbers. The objective of this study is to determine which AQ type—quitters, campers, or climbers—contributes to better mathematics learning achievement.
The research design employed in this study is descriptive quantitative. Mathematics learning achievement data were collected through mathematics tests, while AQ data were obtained through student questionnaires. The study involved 189 students from three Vocational High Schools in Gunungkidul Regency, Indonesia, representing high, medium, and low school categories. The data were analyzed using a one-way analysis of variance (ANOVA) with unbalanced cells, followed by post hoc tests utilizing the Scheffe method. The findings reveal that students classified as AQ climbers exhibit better mathematics learning achievement compared to both AQ campers and quitters. Furthermore, students classified as AQ campers demonstrate superior mathematics learning achievement compared to students classified as AQ quitters.
Introduction
Mathematics serves as a foundation for technological advancements, contributes to various scientific disciplines, and enhances human cognitive abilities. Abstract mathematical concepts are interconnected and give rise to new, more intricate ideas [1]. Consequently, students are introduced to abstract concepts when developing their understanding of mathematics. Many individuals perceive mathematics as difficult due to its association with numbers, symbols, and formulas. This perception can significantly impact their learning achievement.
One of the primary goals for students is to achieve good learning outcomes. The intellectual capacity of students plays a pivotal role in determining their success in achieving learning goals. Learning achievement represents the results obtained by students throughout the learning process, often quantified in the form of figures or grades [2]. Academic achievement, on a broader scale, refers to learning outcomes within a specific educational context, as determined by examination scores, grades awarded by teachers, and percentile rankings in academic subjects [3]. However, a widespread crisis in educational systems, particularly in developing countries, revolves around the issue of low academic achievement [4].
Efforts to enhance the quality of education have been undertaken, with a particular emphasis on improving the implementation of teaching and learning methods, especially in Indonesia. However, these efforts have not yielded satisfactory results, as evidenced by the low mathematics learning achievement exhibited by students.