Critical Thinking Process of Junior High School Students in Solving Social Arithmetic Problems Reviewed from Adversity Quotient

Rania Devi Permata Efendi; Rooselyna  Ekawati; Budi  Rahadjeng

doi:10.63922/ijevss.v5i03.5593

Rania Devi Permata Efendi Mathematic Education, Postgraduate, State University of Surabaya, Indonesia
Rooselyna Ekawati Mathematic Education, Postgraduate, State University of Surabaya, Indonesia
Budi Rahadjeng Mathematic Education, Postgraduate, State University of Surabaya, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.5593

Keywords: Adversity Quotient, critical thinking, FRISCO, Polya's problem-solving, Social Arithmetic

Abstract

Critical thinking is an essential competency in mathematics learning because it enables students to analyze information, justify reasoning, and evaluate problem-solving processes. However, students demonstrate different critical thinking characteristics when solving mathematical problems, particularly when facing challenging situations. This study aimed to describe junior high school students' critical thinking processes in solving Social Arithmetic problems based on the FRISCO indicators in terms of their Adversity Quotient (AQ). This study employed a qualitative descriptive approach conducted at a public junior high school in Gresik Regency, Indonesia. Six participants were selected through purposive sampling, consisting of two students representing each AQ category, namely climber, camper, and quitter. Data were collected using the Adversity Response Profile (ARP) questionnaire, Social Arithmetic problem-solving tasks, and semi-structured interviews. The collected data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing, while the credibility of the findings was ensured through method triangulation. The findings revealed that climber students consistently fulfilled all FRISCO indicators throughout Polya's problem-solving stages by identifying relevant information, applying appropriate strategies, providing logical justification, drawing evidence-based conclusions, and evaluating their solutions. Camper students demonstrated adequate critical thinking but showed limitations in providing comprehensive reasoning and reflective evaluation. In contrast, quitter students experienced difficulties from the initial stages of problem solving, resulting in incomplete reasoning, inaccurate conclusions, and limited self-evaluation. These findings indicate that students' resilience, as reflected by their Adversity Quotient, influences the quality of their critical thinking processes in mathematical problem solving. Therefore, mathematics instruction should integrate cognitive and non-cognitive aspects to foster students' critical thinking and resilience when solving contextual mathematical problems.

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