PISA Problem Solving of Student with Proportional Reasoning and Adversity Quotient

Abstract

One thing that is measured in the international program for student assessment (PISA) problem is problem-solving, reasoning, and argument. PISA can use as a reference for the quality of Education in a country. However, until now, Indonesia's ranking is still far from expectations. There are students to solve mathematics problem-oriented to PISA but cannot give reasoning and argument. Proportional reasoning is a person's thinking process in understanding multiplication relationships to compare quantities using ratios, quotients, and fractions, which are logical and analytical processes. Therefore, this research aims to describe the relationship between proportional reasoning and the adversity quotient of students to solve mathematics problem-oriented to PISA. The type of research is qualitative descriptive. The subject of this research is an adversity responses profile of adversity quotient, namely climber, camper, and quitter at MTs Amanatul Ummah Surabaya class VII with two subjects for each type of adversity quotient. The instruments used in the research were a test of proportional reasoning standardized by PISA and an interview-based test. The data were analyzed based on indicators of proportional reasoning and referring to the Polya stage. The techniques used were data reduction, data representation, and conclusion in schema and narrative to ensure validity. The result proportional reasoning for climber category students in solving mathematics problem-oriented to PISA in understanding the problem, at the plan, at carrying out a plan, and recheck stage every step done correctly. Camper category students in understanding the problem and at the planning stage do correctly. In the planning stage, students sometimes feel doubtful, subsequently, at carrying out the plan and recheck stage, not like the desired. In contrast, quitter category students are incorrect in understanding the problem. Therefore, in the design, carrying out design did not correctly and did not recheck. Therefore, a teacher must consider students' proportional reasoning and adversity quotient in solving mathematics problems oriented to PISA.