STUDENTS’ HIGHER-ORDER THINKING SKILLS IN SOLVING GEOMETRY PROBLEM BASED ON ADVERSITY QUOTIENT

Abstract

Abstract

The goal of this research is describing students’ higher-order thinking skills (HOTS) in solving geometry problem based on Adversity Quotient (AQ). Anderson and Krathwohl (2001) stated about HOTS that were consisted of analyzing (differentiating, organizing, and attributing), evaluating (checking and critiquing), and creating (generating, planning, and producing). According to Stoltz (2004), AQ category consisted of climber, camper, and quitter.

Purposive sampling was applied to the sample of this study i.e. the class of VIII-2 of SMPN 1 Srono, Banyuwangi, which consisted of 38 students (15 boys and 23 girls). This research was conducted in the second semester 2017/2018. Adversity Respond Profile (ARP) and geometry test were given to the students. ARP questionnaire, that had been developed, was used to determine the category of Adversity Quotient. Based on the analysis of 38 students, there were 3 climbers, 32 campers, and 3 quitters. The geometry test was used to determine the HOTS’ level. Based on the analysis of 38 students, 17 students were correct in analyzing problem, 3 students were correct in evaluating problem, 2 students were correct in creating problem. Then, three volunteers that represent each category were chosen.

This research showed that students’ higher-order thinking skills in solving geometry problem based on Adversity Quotient were different. Student with a higher AQ has higher skill level. Subject climber was able to show analyzing, evaluating, and creating skills. Subject camper was able to show analyzing and evaluating skill. Subject quitter had a small motivation to solve the problem although she might be able to solve it.

Keywords: higher-order thinking skills, adversity quotient, geometry