Adversity quotient students' in mathematics through process-oriented guided inquiry learning model (POGIL)

Abstract

Students' assumptions, about how difficult it is to learn mathematics topics, causes low students' mathematics achievement. This assumption causes students' anxiety. Meanwhile, students' successness depends on how students face difficulties in learning mathematics. Adversity Quotient (AQ) is an intelligence that describes a student's ability to face difficulties. A good AQ is expected to help students overcome obstacles in learning mathematics. This study is quasi-experimental with a post-test-only control design. This research was conducted to students of grade VII. The sampling technique used was purposive random sampling. This research aims to know the effect of POGIL Model on Students' AQ in Mathematics and describe Students' AQ in Mathematics. The data in this study were collected using an AQ scale instrument with a semantic differential scale type. Data analysis technique is two sample independent t-test. Based on the results and discussion, The conclusions in this research were (1) significantly, the adversity quotient of students who get learning with the POGIL model is better than students who get conventional learning, (2) the dimensions of adversity quotient that are most responded positively by students are the dimensions of control, ownership and reach, (3) the POGIL stage that can develop students' AQ is the exploration stage and concept formation. Based on these conclusions, recommendations for readers who will do similar research or are interested in implementing POGIL learning is advanced learning steps in this research that can help students develop the dimensions of origin and endurance.