Mathematical Creative Thinking Ability In Problem Solving Viewed From Adversity Quotient

: This qualitative descriptive research aims to analyze the ability to think creatively mathematically in problem-solving in terms of the adversity quotient. The research was conducted on 10 students of the Mathematics Education Study Program, Faculty of Education, Pawyatan Daha University. Collecting data using questionnaires, tests, interviews, and documentation. Questionnaire to determine the Adversity Quotient scale. A test to measure the ability to think creatively mathematically. Data analysis in the form of induction and reduction theory. The results of the questionnaire showed 3 students (30%) quitters, 6 students (60%) campers, and 1 student (10%) climber. The test showed that 4 students (40%) had high ability, 4 (40%) moderate, and 2 (20%) low. The results of the analysis show that students with the quitter type fulfill the three problem-solving indicators. students of the flexibility criteria with the camper type fulfill all indicators but lack detail, and originality criteria students with the climber type are able to fulfill all problem-solving indicators in detail.


INTRODUCTION
The learning process in the 21st century aims to master students' critical thinking skills and be able to solve problems, be creative, innovative, and be able to communicate and collaborate (Ummah and Yuliati, 2020).The teaching and learning process is an effort to increase and develop creativity in educational instruction (Nahrowi et al., 2020).Mathematics as one of the subjects that plays a very important role in education.Learning mathematics is learning that places more emphasis on solving mathematical problems (Yanti and Syazali, 2016).The expected problem solving is problem solving that involves and trains creativity (Naja, 2018).Furthermore (Nahrowi et al,2020) sharpens that creative thinking skills can be analyzed when students are in the process of solving problems.The indication is when students are able to provide alternative answers and varied strategies, the uniqueness of the solutions offered and the details of the answers presented.
Polya (Nahrowi et al, 2020) defines problem solving as an effort to find solutions to difficulties, achieve goals through logical efforts.According to Lencher (Astuti and Setiawan, 2017), solving mathematical problems is the process of applying previously acquired mathematical knowledge to new, unfamiliar situations.This means that problem solving is the most complex level of individual cognitive activity that requires efforts to solve problems that involve all parts of the individual's intellectuality, namely memory, perception, reasoning, conceptualization, language, emotions, motivation, self-confidence, and the ability to control situations (Ummah and Yuliati, 2020).Naja (2018) states that there are five standard mathematics learning processes that have been formulated by NCTM, namely: problem solving, reasoning, communicating, making connections, and presenting.Solving problems in mathematics according to Polya (Astuti and Setiawan, 2017) consists of four steps, namely: understanding the problem, making plans to solve the problem, carrying out problem solving, re-checking the answers obtained.possible answers and ways to solve problems (Nazareth et al, 2019).One of the important thinking skills for students for a more meaningful learning experience and improving their thinking skills in solving everyday problems is creative thinking (Tohir and Abidin, 2018).In line with Febriyanti (2016) and Fauziah (2019), this study measures thinking ability using 3 criteria of creativity, namely fluency, flexibility, and originality.Fluency refers to students' ability to produce diverse and correct answers. of the problems given Flexibility refers to the ability of students to propose a variety of ways to solve problems Originality refers to the ability of students to answer problems with different and correct answers or one answer that students are not used to at their level of development.
Student responses to problem-solving questions varied.Some students feel challenged and some others give up on the problems they face.A person's ability to turn a problem into a challenge that must be solved properly is called the Adversity Quotient (AQ) (Nahrowi et al, 2020).Adversity Quotient (AQ) introduced by Paul G. Stoltz (Yanti and Syazali, 2016), AQ is used to assess the extent to which a person faces complex and challenging problems and even turns them into opportunities.Stoltz (Ra'is et al, 2018) defines that AQ is a person's intelligence in responding to difficulties and the ability to survive, as well as a benchmark for someone in viewing a problem as an obstacle or persisting in facing problems until success is achieved on the problem.Nurlaeli (2018) argues that AQ is a person's ability to observe difficulties and process these difficulties with their intelligence so that it becomes a challenge to solve them.AQ is a form of intelligence other than IQ, SQ and EQ which is aimed at surviving in difficult situations.AQ is classified by Stoltz (Ra'is et al, 2018) into 3 categories, namely: low AQ (quitter), moderate AQ (camper), and high AQ (climber).In more detail Stoltz (in Putra et al, 2020) states, Quitters tend to deny the existence of existing challenges and problems; Campers have a limited ability to change, especially big changes.They accept change and even propose some good ideas but only as long as they are in their safety zone; Climbers are individuals who can be relied upon to make changes because the challenges offered make individuals grow because they dare to take risks, overcome fear.
The ability to think creatively mathematically becomes an important factor in problem-solving.Adversity quotient becomes a motivation in facing problem solving as a challenge.So that with the adversity quotient approach it is hoped that the problem can be solved by students well.On this basis, it is important to analyze the ability to think creatively mathematically in problem-solving in terms of the adversity quotient.

METHOD
This research is descriptive qualitative with the case study method, which is part of the qualitative method that wants to explore a particular case in more depth by involving the collection of various sources of information (Semiawan, 2010).The research was conducted on students of the Mathematics Education Study Program, Faculty of Education, Pawyatan Daha University.
Data collection was carried out by means of questionnaires, tests, interviews, and documentation.The questionnaire was used to determine the Adversity Quotient scale which was divided into 3 categories, namely: low AQ (quitter), moderate AQ (camper), and high AQ (climber).The test is given to measure students' mathematical creative thinking abilities.Student test results are grouped into three based on their level of ability.Two students were selected from each group to be interviewed.While documentation is intended to record all activities at each stage.Data analysis was carried out in a qualitative descriptive manner, in the form of induction and reduction theories.
Collecting research data at an early stage through an adversity quotient scale questionnaire and tests on students' mathematical creative thinking abilities.The results of the Adversity Quotient scale questionnaire from 10 students obtained the following data: 3 students (30%) quitters, 6 students (60%) campers, and 1 student (10%) climber.

Figure 1. Classification of Adversity Quotients Categories
Based on the test results given, students are grouped into three based on their abilities, namely students with high, medium, and low abilities.From each group there were 4 students (40%) with high ability, 4 (40%) moderate, and 2 (20%) low.
Two students were selected from each group to be interviewed by paying attention to student answers based on 3 creativity criteria, namely fluency, flexibility, and originality.From students with high abilities namely AN (M-1) and SM (M-2).Students with moderate abilities, namely OM (M-3) and RM (M-4).While students with low abilities are PP (M-5) and DA (M-6).The ability to think creatively mathematically in problem-solving in terms of the adversity quotient, is displayed by one selected subject from each group with the following identification.
The ability to think creatively mathematically in problem-solving in terms of the adversity quotient, is displayed by one selected subject from each group with the following identification.Research | Volume 5, Number 1, 2024 10

Fluency Criteria Subject with Quitter Type
The following is the result of the PP subject's answers, Fluency criteria with the quitter type.

Fluency Criteria
Quitter Type

Subject Criteria Flexibility with Camper Type
Following are the results of the OM subject's answers, Criteria for flexibility with the type of camper.

d. Problem-Solving Verification Stage
The subject verified the problem-solving and was able to work according to the concept at the problem formulation stage, but the verification step was not detailed enough so that the final result was wrong.

Subject of Originality Criteria with Climber Type
The following is the result of subject AN's answer, the originality criterion with the climber type.

Figure 3 .
Figure 3. OM Subject Answer Sheet