Syntax Literate: Jurnal
Ilmiah Indonesia p–ISSN: 2541-0849 e-ISSN: 2548-1398
Vol. 9, No.
4, April 2024
CONSTRUCTING
THE BRIDGE OF UNDERSTANDING: THE ROLE OF HABIT OF MIND, RESILIENCE, AND
MATHEMATICAL SELF-CONFIDENCE IN SOLVING HOTS PROBLEMS
Devi Rinjani
Sofitri1*, Nursiwi Nugraheni2
Universitas
Negeri Semarang, Semarang, Jawa Tengah, Indonesia1,2
Email:
[email protected]*
Abstract
This
study aims to analyze the influence of Habit of Mind, Mathematical Resilience,
and Self-Confidence on the ability of fifth-grade students at SDN Gugus Gajah
Mungkur, Gajah Mungkur District, Semarang City, to solve HOTS mathematics
problems. Employing a quantitative approach with a correlational design, the
research sample consists of 110 students, selected through proportional random
sampling from a population of 136 students across five elementary schools
within the Gajah Mungkur cluster. The research instruments include a mathematical
reasoning ability test and a questionnaire to measure the independent
variables. Data collection techniques involve tests and questionnaires, while
data analysis employs descriptive analysis using Microsoft Excel 2016 and
inferential analysis using statistical software such as SPSS. This includes
conducting correlation tests, and regression tests, after verifying analysis
requirements like normality, linearity, homoscedasticity, and autocorrelation.
The results reveal a positive and significant relationship between Habit of
Mind, Mathematical Resilience, and Self-Confidence, and the students' ability
to solve HOTS Mathematics problems. Thus, this study highlights the importance
of developing these three psychological aspects to enhance high-level mathematical
problem-solving skills. Consequently, Habit of Mind, Mathematical Resilience,
and Self-Confidence significantly contribute to improving students' abilities
in solving HOTS Mathematics problems.
Keywords: habit of mind,
resilience, mathematical self-confidence, HOTS problems
Introduction
Education is a fundamental aspect of
developing an individual's character and abilities (Boldureanu et al., 2020; Lövdén et al., 2020; Sancar et al.,
2021). Through education, a person can develop their
potential to become more skilled, independent, and virtuous (Arisoy & Aybek, 2021; Cappuccio et al., 2021). One important subject
in the education curriculum is mathematics, which sharpens counting skills and
trains logical and systematic thinking (Fauziyah et al., 2022; Yuriansa & Kurniawati, 2021). Mathematics learning in
elementary schools now focuses on developing higher-order thinking Skills
(HOTS), which aim to train students' critical and creative thinking abilities
in problem-solving. Students' ability to solve HOTS problems is often a
challenge (Ansari et al., 2021; Yayuk et al., 2020). Interest,
self-confidence, and mathematical resilience are important in students'
problem-solving abilities (Attami et al., 2020; Harsela & Asih, 2020). Interest or Habit of
Mind can increase students' attention to mathematics, while self-confidence and
resilience help students overcome difficulties and challenges in learning
mathematics (Ahmad et al., 2023; Hendriana et al., 2022). Research has shown that
students with a high interest in mathematics have better academic achievements (Samuel & Warner, 2021; Wang et al., 2020).
However, there are still many challenges in
elementary school mathematics learning. Students often need more enthusiasm for
learning mathematics, marked by their low interest in the subject (Deng et al., 2020; Oppermann & Lazarides, 2021). The lack of mastery of
basic mathematics, especially in multiplication and division operations,
results in less optimal learning of mathematical material (Mugnianingsih et al., 2022; Permata et al., 2021). Additionally, students'
lack of confidence in solving mathematical problems makes them perceive
mathematics as a difficult subject that requires memorization, such as
mathematical formulas (Öztürk et al., 2020; Verschaffel et al., 2020). Based on pre-research
activities conducted by the researcher at SDN Gugus Gajah Mungkur, Gajah
Mungkur District, Semarang City, through interviews with fifth-grade teachers,
the researcher found several problems. Among them, students are less
enthusiastic about learning mathematics, which is marked by their low habit of
mind towards mathematics. Furthermore, students' lack of basic counting skills,
especially in multiplication and division of numbers, results in less optimal
learning of material in mathematics subjects. Another problem is the lack of
students' confidence in solving mathematical problems. They consider
mathematics a difficult subject, and learning mathematics requires memorizing
formulas to solve problems. This impacts students who have difficulty solving
mathematical problems such as descriptive or story problems, especially HOTS
problems. Other problems stem from students' family and environmental factors
that could be more supportive, thus hindering their abilities. This is
evidenced by the prerequisite test results from 155 students in SDN Gugus Gajah
Mungkur, Gajah Mungkur District, Semarang City; there are 68 (44%) students who
passed the Minimum Competency Standards (KKM) and 87 (56%) students who did not
pass the KKM with a KKM value of 70. Reinforced by the assertion that 4 out of
6 fifth-grade teachers explained that mathematics learning outcomes are less
than other subjects.
This research has several aspects that are
similar to those of previous studies. The study by Buckley & Sullivan
(2023), like this research, emphasizes the importance of addressing anxiety and
uncertainty in mathematics learning related to mathematical resilience. The
study by Haerani et al. (2021) also highlights the importance of mathematical
resilience in overcoming difficulties in mathematical problem-solving.
Meanwhile, Hong et al. (2023) and this research both examine the influence of
psychological aspects, in this case, self-confidence, on performance in
mathematics or science tasks. The study by Lubis et al. (2021) and this
research both explore the relationship between students' cognitive and
affective characteristics, such as Habit of Mind, and mathematical
problem-solving abilities. However, there are differences from previous
studies. The study by Buckley & Sullivan (2023) focuses more on teaching
strategies to reduce mathematical anxiety, while this research emphasizes the
influence of habit of mind, resilience, and self-confidence on the ability to
solve HOTS problems. The study by Haerani et al. (2021) analyzes students'
errors in solving word problems based on mathematical resilience, while this
research examines the influence of mathematical resilience more broadly on the
ability to solve HOTS problems. The study by Hong et al. (2023) focuses on the
influence of the iSTEAM contest on students' self-confidence, while this
research more generally examines the influence of mathematical self-confidence
on solving HOTS problems. The study by Lubis et al. (2021) analyzes students'
errors in mathematical literacy based on the habit of mind, while this research
examines the influence of the habit of mind on the ability to solve HOTS
problems as a whole. By integrating three psychological variables, namely Habit
of Mind, Mathematical Resilience, and Mathematical Self-Confidence, this
research provides a new perspective on solving HOTS mathematics problems. It
shows how these factors can influence students' ability to overcome high-level
mathematical problem-solving challenges.
Based on this background, this research aims
to analyze the influence of Habit Of Mind,
Mathematical Resilience, and Self-Confidence on the ability to solve HOTS
mathematics problems of fifth-grade students at SDN Gugus Gajah Mungkur, Gajah
Mungkur District, Semarang City. Thus, this research contributes to mathematics
education, particularly in understanding and developing strategies to improve
students' ability to solve HOTS problems. With a focus on the influence of
Habit of Mind, Mathematical Resilience, and Mathematical Self-Confidence, this
research offers new insights into how these psychological factors interact and
influence students' mathematical problem-solving abilities. Educators can use
the results of this research to design and implement more effective learning
approaches, which not only enhance mathematical understanding but also develop
students' critical and creative thinking skills. Additionally, this research
provides recommendations for teachers to integrate these psychological aspects
into the curriculum and teaching methods to prepare students better to face
high-level mathematical problem-solving challenges. Overall, this research
contributes to efforts to improve the quality of mathematics education in
elementary schools and enriches the literature on effective mathematics
teaching and learning strategies.
Research Method
This study is
quantitative research with a correlational research design, intended to examine
the influence of Habit Of Mind (X1), Mathematical Resilience (X2), and
Self-Confidence (X3) as independent variables on the ability to solve HOTS
(higher-order thinking Skills) mathematics problems (Y) as the dependent
variable. The population in this study consists of 136 fifth-grade students
from Gugus Gajah Mungkur, originating from five elementary schools: SDN Gajah
Mungkur 01, SDN Gajah Mungkur 02, SDN Gajah Mungkur 03, and SDN Petompon 01.
The sampling technique used in this study is proportional random sampling, with
110 students.
Data collection
techniques in this study include a test for the ability to solve HOTS
mathematics problems and non-test techniques such as questionnaires or surveys,
interviews, and documentation. In developing the instruments, a test was used
to measure the mathematical reasoning ability of fifth-grade elementary
students in the first semester, with questions covering seven essential
competencies translated into 14 indicators and 14 descriptive problems.
Meanwhile, questionnaires were used to measure the variables of Habit of Mind,
Mathematical Resilience, and Self-Confidence. The Habit of Mind questionnaire
consists of 48 statements measuring indicators such as the exploration of
mathematical ideas and reflection on the correctness of mathematical problem
answers. The Mathematical Resilience questionnaire consists of 64 statements
measuring indicators such as perseverance and the ability to control oneself.
Lastly, the Self-Confidence questionnaire consists of 56 statements measuring
indicators such as the ability to hypothesize and perform mathematical
manipulations.
This study employs
both descriptive and inferential data analysis techniques. Descriptive analysis
is used to describe the characteristics of the collected data. Using Microsoft
Excel 2016, this analysis uses descriptive statistics to depict the
characteristics of the collected data, including Habit of Mind, Mathematical
Resilience, and Mathematical Self-Confidence of fifth-grade students at SDN
Gugus Gajah Mungkur. Below is a description of each variable along with its
criteria:
Table 1. Criteria for Variables of Habit of Mind,
Mathematical Resilience, Mathematical Self-Confidence
|
Score Interval |
Criteria |
|
113,403 - 139,869 |
Very Good |
|
86,935 – 113,402 |
Good |
|
60,468 – 86,934 |
Fair |
|
34 – 60,467 |
Poor |
Furthermore, tests for analysis requirements,
including normality, linearity, heteroscedasticity, and autocorrelation tests,
are conducted to ensure the data meets the assumptions required for inferential
analysis. Inferential analysis involves the use of correlation, regression, and
significance testing. All these analyses are performed with the help of
statistical software such as SPSS.
Result
and Discussion
Result
The research results on the influence of Habit of Mind, Mathematical
Resilience, and Self-Confidence on the ability to solve HOTS (Higher Order
Thinking Skills) mathematics problems for fifth-grade students at SD Gugus
Gajah Mungkur include the following aspects:
Descriptive Statistical Analysis
Descriptive
Data Analysis of Habit of Mind Variable
The Habit of Mind questionnaire consists of 50
statements. The results of the Habit of Mind questionnaire for fifth-grade
students at SDN Gugus Gajah Mungkur can be seen in the following table:
Table 2.
Percentage Distribution of Frequency of Habit of Mind Variable
|
Score Interval |
Category |
Frequency |
Percentage |
|
113,403 - 139,869 |
Very Good |
16 |
22% |
|
86,935 – 113,402 |
Good |
80 |
70% |
|
60,468 – 86,934 |
Fair |
14 |
18% |
|
34 – 60,467 |
Poor |
0 |
0 |
|
Total |
110 |
100% |
|
|
Average |
98,645 |
Good |
|
Source: Data processed using Microsoft Excel, (2023)
Based on Table 2, out of 110 students, there
are 16 students in the very good category, 80 students in the good category, 14
students in the fair category, and no students in the poor category. The
average score obtained from the Habit of Mind questionnaire is 98.645, which
means that the Habit of Mind of fifth-grade students at SDN Gugus Makukuhan
Temanggung is categorized as good.
Descriptive Data Analysis of Mathematical Resilience
Variable
The Mathematical Resilience questionnaire
consists of 50 statements. The results of the Mathematical Resilience
questionnaire for fifth-grade students at SDN Gugus Gajah Mungkur can be seen in the following table:
Table 3. Percentage Distribution of
Frequency of Mathematical Resilience Variable
|
Score Interval |
Category |
Frequency |
Percentage |
|
113,403 – 139,869 |
Very Good |
16 |
22% |
|
86,935 – 113,402 |
Good |
80 |
70% |
|
60,468 – 86,934 |
Fair |
14 |
18% |
|
34 – 60,467 |
Poor |
0 |
0 |
|
Total |
110 |
100% |
|
|
Average |
98,645 |
Good |
|
Source: Data processed using Microsoft
Excel, (2023)
Based on Table 3, it can be seen that out of 110 students,
there are 16 students in the very good category, 80 students in the good
category, 14 students in the fair category, and no students in the poor
category. The average score obtained from the Mathematical Resilience
questionnaire is 98.645, which means that the Mathematical Resilience of
fifth-grade students at SDN Gugus Makukuhan Temanggung is categorized as good.
Descriptive Data Analysis of Self-Confidence
Variable
The Self-Confidence questionnaire consists of
50 statements. The results of the Self-Confidence questionnaire for fifth-grade
students at SDN Gugus Gajah Mungkur
can be seen in the following table:
Table 4. Percentage Distribution of
Frequency of Self-Confidence Variable
|
Score Interval |
Category |
Frequency |
Percentage |
|
113,403 – 139,869 |
Very Good |
16 |
22% |
|
86,935 – 113,402 |
Good |
80 |
70% |
|
60,468 – 86,934 |
Fair |
14 |
18% |
|
34 – 60,467 |
Poor |
0 |
0 |
|
Total |
110 |
100% |
|
|
Average |
98,645 |
Good |
|
Source: Data processed using Microsoft
Excel, (2023)
Based on Table 4, it can be seen that out of
110 students, there are 16 students in the very good category, 80 students in
the good category, 14 students in the fair category, and no students in the poor
category. The average score obtained from the Self-Confidence questionnaire is
98.645, which means that the Self-Confidence of fifth-grade students at SDN
Gugus Makukuhan Temanggung is categorized as good.
Descriptive Data Analysis of Ability to Solve
HOTS Problems Variable
The test for the ability to solve HOTS
mathematics problems consists of 9 questions. The results of the responses to
the test for the ability to solve HOTS mathematics problems for fifth-grade
students at SDN Gugus Gajah Mungkur
can be seen in the following table:
Table 5.
Percentage Distribution of Frequency of Ability to Solve HOTS Mathematics
Problems Variable
|
Category |
Score |
Frequency |
Percentage |
|
High |
64,790 – 100 |
20 |
18% |
|
Medium |
29,145 – 64,789 |
73 |
64% |
|
Low |
0 – 29,144 |
21 |
18% |
|
Total |
114 |
100% |
|
|
Average |
46,966 |
(Medium) |
|
Source: Data processed using Microsoft
Excel, (2023)
Based on Table 5, it can be seen that out of 110 students,
there are 20 students in the high category, 42 students in the medium category,
and 22 students in the low category. The average score obtained is 46.966,
which means that the ability to solve HOTS problems of fifth-grade students at
SDN Gugus Gajah Mungkur is categorized as medium.
Prerequisite Test
Analysis
Normality Test
To determine whether the data in the study are
normally distributed or not, a normality test of the data must be conducted (Knief & Forstmeier, 2021). The normality test is used for independent
variables, including Habit of Mind (X1), Mathematical Resilience (X2), and
Self-Confidence (X3), as well as the dependent variable, which is the ability
to solve HOTS mathematics problems (Y). The type of normality test used is the
chi-square test assisted by Microsoft Excel 2013. The results of the chi-square
test for the variables Habit of Mind, Mathematical Resilience, and
Self-Confidence are 3.248, and for the variable ability to solve HOTS
mathematics problems, it is 9.074. Referring to the comparison criteria, the
chi-square table value is 14.067, so it can be concluded that the data on Habit
of Mind, Mathematical Resilience, and Self-Confidence in relation to the
ability to solve HOTS mathematics problems are normally distributed.
Linearity Test
To determine whether the independent variables
and the dependent variable have a linear relationship or not, a linearity test
is conducted. The linearity test aims to evaluate whether the regression line
connecting variables X (Habit of Mind, Mathematical Resilience,
Self-Confidence) and Y (ability to solve HOTS) has linear properties or not. If
the relationship is linear, then regression analysis can be further processed (Sugiyono, 2019). The type of linearity test used is the Test
for Linearity assisted by SPSS. The test results show a significance value for
Deviation from Linearity of 0.141. Based on the obtained comparison criteria,
it can be concluded that there is a linear relationship between Habit of Mind,
Mathematical Resilience, and Self-Confidence in relation to the ability to
solve HOTS mathematics problems.
Heteroscedasticity Test
The heteroscedasticity test is used to assess
the presence of non-uniform variance of residuals within the regression model
framework (Astivia & Zumbo, 2019). The heteroscedasticity test applied in this
study uses Spearman’s Rho test with the help of SPSS, which involves the
correlation between the residual values (Unstandardized Residual) of the
independent variables. The test results show a significance value for the
variables Habit of Mind, Mathematical Resilience, and Self-Confidence of 0.719.
Based on these results, it can be concluded that the significance value is >
0.05, which means there is no heteroscedasticity in the variables studied.
Autocorrelation Test
The autocorrelation test is conducted as one of
the requirements for the regression equation, so that if the data is tested, it
does not have autocorrelation problems (Harris, 2019). The autocorrelation test applied in this
study uses the Durbin-Watson (DW Test) with the help of SPSS. The test results
show a Durbin-Watson value of 1.898. When compared with the value of dU =
1.7122 and 4 - dU = 2.2878, it is obtained that 1.7122 < 1.898 < 2.2878
or dU < DW < 4 - dU. Thus, it can be concluded that there is no
autocorrelation problem in the regression model.
Hypothesis Test Results
The Relationship and
Influence of Habit of Mind on the Ability to Solve HOTS Mathematics Problems
Based on the
research data results with the assistance of the IBM SPSS Statistics 26
program, the calculated correlation coefficient (r) is 0.717, which is greater
than the table value of 0.185, with a significance value of α (0.000 <
0.05). According to these results, there is a positive relationship between
Habit of Mind and the ability to solve HOTS Mathematics problems. The size of
the correlation coefficient falls into the strong category, ranging from 0.600
to 0.799. The simple regression equation between Habit of Mind and the ability
to solve HOTS Mathematics problems is obtained as Ŷ = 46.542 + 0.389X1. The
constant value (b0) is 46.542, meaning that if the Habit of Mind
score is 0, the ability to solve HOTS Mathematics problems is negatively valued
at 46.542. The coefficient value (b) is 0.389, meaning that every one-point
change in the Habit of Mind score will cause an increase of 0.389 points in the
ability to solve HOTS Mathematics problems. The coefficient of determination (R
square) is obtained as 0.520, meaning that Habit of Mind has a positive impact
of 52.0% on the ability to solve HOTS Mathematics problems. In comparison, the
remaining 48% is influenced by other factors not examined in this study.
The Relationship and
Influence of Mathematical Resilience on the Ability to Solve HOTS Mathematics
Problems
Based on the
research data results with the assistance of the IBM SPSS Statistics 26
program, the calculated correlation coefficient (r) is 0.630, which is greater
than the table value of 0.185, with a significance value of α (0.000 <
0.05). According to these results, there is a positive relationship between
Mathematical Resilience and the ability to solve HOTS Mathematics problems. The
size of the correlation coefficient falls into the strong category, ranging
from 0.600 to 0.799. The simple regression equation between Mathematical
Resilience and the ability to solve HOTS Mathematics problems is obtained as Ŷ
= 46.741 + 0.358X2. The constant value (b0) is 46.741, meaning that
if the Mathematical Resilience score is 0, the ability to solve HOTS
Mathematics problems is positively valued at 46.741. The coefficient value (b)
is 0.358, meaning that every one-point change in the Mathematical Resilience
score will cause an increase of 0.757 points in the ability to solve HOTS
Mathematics problems. The coefficient of determination (R square) is obtained
as 0.367, meaning that Mathematical Resilience has a positive impact of 36.7%
on the ability to solve HOTS Mathematics problems. In comparison, the remaining
63.3% is influenced by other factors not examined in this study.
The Relationship and
Influence of Self-Confidence on the Ability to Solve HOTS Mathematics Problems
Based on the
research data results with the assistance of the IBM SPSS Statistics 26
program, the calculated correlation coefficient (r) is 0.731, which is greater
than the table value of 0.185, with a significance value of α (0.000 <
0.05). According to these results, there is a positive relationship between
Self-Confidence and the ability to solve HOTS Mathematics problems. The size of
the correlation coefficient falls into the strong category, ranging from 0.600
to 0.799. The simple regression equation between Self-Confidence and the
ability to solve HOTS Mathematics problems is obtained as Ŷ = 47.309 + 0.366X3.
The constant value (b0) is 47.309, meaning that if the
Self-Confidence score is 0, the ability to solve HOTS Mathematics problems is
positively valued at 47.309. The coefficient value (b) is 0.366, meaning that
every one-point change in the Self-Confidence score will cause an increase of
0.366 points in the ability to solve HOTS Mathematics problems. The coefficient
of determination (R square) is obtained as 0.492, meaning that Self-Confidence
has a positive impact of 49.2% on the ability to solve HOTS Mathematics
problems. In comparison, the remaining 50.8% is influenced by other factors not
examined in this study.
The Relationship and Influence
of Habit of Mind, Mathematical Resilience, and Self-Confidence on the Ability
to Solve HOTS Mathematics Problems
Based on the
research data results with the assistance of the SPSS version 26, with a
significance level of 5%, the significance value is 0.000 (0.000 < 0.05),
indicating that the correlation is significant. This means that there is a
significant relationship between Habit of Mind, Mathematical Resilience,
Self-Confidence, and the ability to solve HOTS Mathematics problems of fifth-grade
students at SD Gugus Gajah Mungkur. The research also shows a correlation
coefficient (r calculated) of 0.772, indicating a positive and strong
relationship, as it falls within the range of 0.61 to 0.80. The simple
regression equation between Habit of Mind, Mathematical Resilience, and
Self-Confidence together on the ability to solve HOTS Mathematics problems is
obtained as Ŷ = 38.995 + 0.221X₁ + 0.098X₂ + 0.147X₃. The constant value (b0)
is 38.995, meaning that if the scores of Habit of Mind, Mathematical Resilience,
and Self-Confidence are all 0, the ability to solve HOTS Mathematics problems
is positively valued at 38.995. The coefficient values are b₁ = 0.221, b₂ =
0.098, and b₃ = 0.147. The coefficient of determination (R square) is obtained
as 0.592, meaning that Habit of Mind, Mathematical Resilience, and
Self-Confidence together have a positive impact of 59.2% on the ability to
solve HOTS Mathematics problems. In comparison, the remaining 40.8% is
influenced by other factors not examined in this study. The F-test result (F
calculated = 51.845, F table = 2.69) shows a significant influence of these
variables on the ability to solve HOTS Mathematics problems. Therefore, Habit
of Mind, Mathematical Resilience, and Self-Confidence have a positive and significant
impact on the ability to solve HOTS Mathematics problems.
Discussion
This research demonstrates a positive and
significant relationship between Habit of Mind and the ability to solve HOTS
(Higher Order Thinking Skills) Mathematics problems among fifth-grade students
at SDN Gugus Gajah Mungkur, Gajah Mungkur District, Semarang City. With a
correlation coefficient of 0.717, which falls into the strong category, this
study underscores the importance of developing Habit of Mind as one of the
psychological factors that can enhance students' ability to solve high-level
mathematics problems. This result is consistent with previous research that
also found a positive relationship between psychological factors such as
mathematical self-confidence and mathematical resilience with the ability to
solve HOTS problems (Aini & Andreansyah, 2023; Garak et al., 2020). Furthermore, this study supports Bandura's
theory of self-efficacy in learning, which states that students' confidence in
their ability to complete specific tasks, including HOTS problems, can
influence their learning outcomes (Goik Leng et al., 2020; Syarifah et al., 2019). A strong Habit of Mind can enhance students'
self-efficacy in mathematics, making them more confident and motivated to face
the challenges of HOTS problems.
Moreover, there is a strong positive
relationship between Mathematical Resilience and the ability to solve HOTS
mathematics problems. This means that students with higher mathematical
resilience tend to have a better ability to solve high-level mathematics
problems. This finding highlights the importance of psychological factors, such
as confidence and resilience, in academic achievement, especially in
challenging subjects like mathematics. Understanding that mathematical
resilience contributes 36.7% to the ability to solve HOTS problems, educators
can develop strategies to enhance this aspect in students, thereby improving
their overall mathematical problem-solving ability. The finding of a robust
positive relationship between Mathematical Resilience and the ability to solve
HOTS mathematics problems can be linked to the constructivist learning theory.
This theory emphasizes that learning is an active process where students
construct new knowledge based on their previous experiences and understanding (Dewi & Primayana, 2019). In the context of mathematics, mathematical
resilience can be seen as students' ability to persevere and stay motivated in
the face of difficulties or challenges when solving complex problems.
Therefore, education focusing on the development of mathematical resilience can
help students to be more active and effective in their learning process, which
is in line with the constructivist view of learning as a continuous
knowledge-construction process.
Furthermore, this study found a strong positive
relationship between self-confidence and students' ability to solve HOTS
mathematics problems. With a correlation coefficient of 0.731, this result
indicates that an increase in students' self-confidence contributes to an
improvement in their ability to solve high-level mathematics problems. This is
in line with previous research that shows self-confidence plays a vital role in
mathematical problem-solving ability (Suryatin & Sugiman, 2019; Wahyuningsih &
Setiani, 2021). Another study confirms that self-confidence
is closely related to mathematical performance, especially in handling
challenging problems like HOTS (Ahmad et al., 2019; Syarifah et al., 2019). Thus, this study provides additional support
for the importance of self-confidence in the context of mathematics learning,
particularly in overcoming HOTS problems that require high-level thinking
skills.
Therefore, this study provides strong evidence
of the positive and significant influence of Habit of Mind, Mathematical
Resilience, and Self-Confidence on the ability to solve HOTS mathematics
problems among fifth-grade students at SDN Gugus Gajah Mungkur, Gajah Mungkur
District, Semarang City. With strong correlation coefficients (0.772) and a
coefficient of determination (0.592), this study shows that these three
psychological variables collectively have a significant contribution to
enhancing students' ability to solve high-level mathematics problems. Habit of
Mind, as a cognitive ability, plays a role in shaping students' critical and
creative thinking (Salmon & Barrera, 2021; Tashtoush et al., 2022). Mathematical Resilience, as emotional
resilience, helps students overcome difficulties and challenges in learning
mathematics (Cousins et al., 2019; Nahdi et al., 2021). Meanwhile, Self-Confidence, as confidence in
oneself, strengthens students' belief in their ability to solve complex
problems (Akbari & Sahibzada, 2020; Hamzah et al., 2020). This study affirms that the development of
these three psychological aspects can be an effective strategy for improving
students' ability to solve HOTS mathematics problems, which ultimately can
contribute to an overall improvement in mathematics learning achievement.
The main difference between this study and
previous research lies in its focus on the combined influence of Habit of Mind,
Mathematical Resilience, and Self-Confidence on the ability to solve HOTS
Mathematics problems. While previous research generally focuses on one
psychological aspect, such as the influence of anxiety and uncertainty (Buckley &
Sullivan, 2023), students' errors in solving story problems
based on mathematical resilience (Haerani et al.,
2021), the influence of the iSTEAM contest on
self-confidence (Hong et al.,
2023), and the analysis of students' errors in
mathematical literacy from the perspective of Habits of Mind (Lubis et al., 2021), this
study integrates three psychological variables. It evaluates their influence
simultaneously on the ability to solve high-level mathematical problems. The
advantage of previous studies is their focus on specific aspects of mathematics
learning, such as the influence of emotions and mathematical resilience, which provide
deep insights into factors affecting students' performance in mathematics.
However, this study expands that understanding by showing how the combination
of these psychological factors collectively affects students' ability to solve
HOTS Mathematics problems, providing more comprehensive guidance for educators
to improve mathematics learning achievement.
The limitation of this study lies in the
limited sample of only fifth-grade students at SDN Gugus Gajah Mungkur, so the
results may not be generalizable to a broader population. Additionally, this
study only focuses on three psychological variables, so there may be other
factors affecting the ability to solve HOTS Mathematics problems that are not
covered in this study. However, this study implies that educators can develop
learning strategies that consider the development of Habit of Mind,
Mathematical Resilience, and Self-Confidence to enhance students' ability to
solve HOTS Mathematics problems. Moreover, the results of this study can be
used as a basis for further research exploring the influence of other
psychological factors on the ability to solve high-level mathematical problems.
Conclusion
This study concludes that there is a positive and significant
relationship between Habit of Mind, Mathematical Resilience, and
Self-Confidence and the ability to solve HOTS (Higher Order Thinking Skills)
Mathematics problems among fifth-grade students at SDN Gugus Gajah Mungkur,
Kecamatan Gajah Mungkur, Semarang city. Together, these three variables make a
significant contribution to enhancing students' ability to solve high-level
mathematics problems. Habit of Mind plays a role in shaping students' critical
and creative thinking, Mathematical Resilience helps students overcome
difficulties and challenges in learning mathematics, and Self-Confidence
strengthens students' belief in their ability to solve complex problems. Given that
this study is limited to a sample of fifth-grade students at SDN Gugus Gajah
Mungkur and focuses solely on three psychological variables, there is a
possibility that other factors affecting the ability to solve HOTS (Higher
Order Thinking Skills) problems have not been explored. Therefore, it is
recommended for future research to broaden the sample and the variables studied
in order to gain a more comprehensive understanding of the factors that
influence students' abilities to solve advanced mathematical problems. Future
studies could include additional psychological variables and examine their
impact on HOTS problem-solving abilities, as well as develop teaching
strategies that consider the development of Habit of Mind, Mathematical
Resilience, and Self-Confidence to enhance students' abilities in solving HOTS
Mathematics problems.
BIBLIOGRAPHY
Ahmad, A.
L., & Mohamed, Z. (2023). the Profile of Students’ Mathematical
Representation Competence, Self-Confidence, and Habits of Mind Through
Problem-Based Learning Models. Infinity Journal, 12(2), 323–338.
https://doi.org/10.22460/infinity.v12i2.p323-338
Ahmad, S., Kenedi, A. K., &
Helsa, Y. (2019). Learning Model and Higher-Order Thinking Skill in Advanced
Mathematical Study. 5th International Conference on Education and Technology
(ICET 2019), 382, 703–708. https://doi.org/10.2991/icet-19.2019.170
Aini, A. N., & Andreansyah, M.
(2023). Development Male Students’ Skills in Solving HOTS Problem in Terms of
Self Confidence. JDIME : Journal of Development and Innovation in
Mathematics Education, 1(1), 34–41.
https://doi.org/10.32939/jdime.v1i1.2356
Akbari, O., & Sahibzada, J.
(2020). Students’ Self-Confidence and Its Impacts on Their Learning Process. American
International Journal of Social Science Research, 5(1), 1–15.
https://doi.org/10.46281/aijssr.v5i1.462
Ansari, B. I., Saleh, M., Nurhaidah,
& Taufiq. (2021). Exploring students’ learning strategies and
self-regulated learning in solving mathematical higher-order thinking problems.
European Journal of Educational Research, 10(2), 743–756.
https://doi.org/10.12973/eu-jer.10.2.743
Arisoy, B., & Aybek, B. (2021).
The effects of subject-based critical thinking education in mathematics on
students’ critical thinking skills and virtues*. Eurasian Journal of
Educational Research, 2021(92), 99–120. https://doi.org/10.14689/ejer.2021.92.6
Astivia, O. L. O., & Zumbo, B. D.
(2019). Heteroskedasticity in multiple regression analysis: What it is, how to
detect it and how to solve it with applications in R and SPSS. Practical
Assessment, Research and Evaluation, 24(1), 1–16.
http://pareonline.net/getvn.asp?v=24&n=1
Attami, D., Budiyono, B., &
Indriati, D. (2020). The mathematical problem-solving ability of junior high
school students based on their mathematical resilience. Journal of Physics:
Conference Series, 1469(1), 0–7.
https://doi.org/10.1088/1742-6596/1469/1/012152
Boldureanu, G., Ionescu, A. M.,
Bercu, A. M., Bedrule-Grigoruţă, M. V., & Boldureanu, D. (2020).
Entrepreneurship education through successful entrepreneurial models in higher
education institutions. Sustainability (Switzerland), 12(3),
1–33. https://doi.org/10.3390/su12031267
Buckley, S., & Sullivan, P.
(2023). Reframing anxiety and uncertainty in the mathematics classroom. Mathematics
Education Research Journal, 35(1), 157–170. https://doi.org/10.1007/s13394-021-00393-8
Cappuccio, M. L., Sandoval, E. B.,
Mubin, O., Obaid, M., & Velonaki, M. (2021). Can Robots Make us Better
Humans?: Virtuous Robotics and the Good Life with Artificial Agents. International
Journal of Social Robotics, 13(1), 7–22.
https://doi.org/10.1007/s12369-020-00700-6
Cousins, S., Brindley, J., Baker, J.,
& Johnston-Wilder, S. (2019). Stories of Mathematical Resilience: How Some
Adult Learners Overcame Affective Barriers. Widening Participation and
Lifelong Learning, 21(1), 46–70.
https://doi.org/10.5456/wpll.21.1.46
Deng, L., Wu, S., Chen, Y., &
Peng, Z. (2020). Digital game-based learning in a Shanghai primary-school
mathematics class: A case study. Journal of Computer Assisted Learning, 36(5),
709–717. https://doi.org/10.1111/jcal.12438
Dewi, P. Y. A., & Primayana, K.
H. (2019). Effect of Learning Module with Setting Contextual Teaching and
Learning to Increase the Understanding of Concepts. International Journal of
Education and Learning, 1(1), 19–26. https://doi.org/10.31763/ijele.v1i1.26
Fauziyah, N., Budayasa, I. K., &
Juniati, D. (2022). Cognition Processes of ASD Students: Recommendations for
Mathematics Teaching and Learning Process. International Journal of
Instruction, 15(3), 805–830. https://doi.org/10.29333/iji.2022.15344a
Garak, S. S., Samo, D. D., &
Education, M. (2020). Developing Higher-Order Thinking Skills of Mathematics
Education Students : A Grounded Theory. 14(5), 973–989.
https://www.ijicc.net/images/Vol_14/Iss_5/14560_Garak_2020_E_R.pdf
Goik Leng, W., Abdul Kadir, S., &
Jusoh, R. (2020). The Relationship between Self Efficacy with Higher Order
Thinking Skills (HOTS) among Accounting Students. International Journal of
Academic Research in Business and Social Sciences, 10(11), 697–707.
https://doi.org/10.6007/ijarbss/v10-i11/7959
Haerani, A., Novianingsih, K., &
Turmudi, T. (2021). Analysis of Students’ Errors in Solving Word Problems
Viewed from Mathematical Resilience. JTAM (Jurnal Teori Dan Aplikasi
Matematika), 5(1), 246–253. https://doi.org/10.31764/jtam.v5i1.3928
Hamzah, H., Sukenti, D., Tambak, S.,
& Ummi Tanjung, W. (2020). Overcoming self-confidence of Islamic religious
education students: The influence of personal learning model. Journal of
Education and Learning (EduLearn), 14(4), 582–589.
https://doi.org/10.11591/edulearn.v14i4.16759
Harris, P. (2019). A Simulation Study
on Specifying a Regression Model for Spatial Data: Choosing between
Autocorrelation and Heterogeneity Effects. Geographical Analysis, 51(2),
151–181. https://doi.org/10.1111/gean.12163
Harsela, K., & Asih, E. C. M.
(2020). The level of mathematical resilience and mathematical problem-solving
abilities of 11th grade sciences students in a senior high school. Journal
of Physics: Conference Series, 1521(3), 1–6. https://doi.org/10.1088/1742-6596/1521/3/032053
Hendriana, H., Prahmana, R. C. I.,
Ristiana, M. G., Rohaeti, E. E., & Hidayat, W. (2022). The theoretical
framework on humanist ethno-metaphorical mathematics learning model: An
impactful insight in learning mathematics. Frontiers in Education, 7(1),
1–15. https://doi.org/10.3389/feduc.2022.1030471
Hong, J. C., Tsai, C. R., & Tai,
K. H. (2023). iSTEAM contest on enhancing self-confidence in making miniature
models: correlate to mastery orientation, engagement and interest. Research
in Science and Technological Education, 41(2), 444–461.
https://doi.org/10.1080/02635143.2021.1909554
Knief, U., & Forstmeier, W.
(2021). Violating the normality assumption may be the lesser of two evils. Behavior
Research Methods, 53(6), 2576–2590.
https://doi.org/10.3758/s13428-021-01587-5
Lövdén, M., Fratiglioni, L., Glymour,
M. M., Lindenberger, U., & Tucker-Drob, E. M. (2020). Education and
Cognitive Functioning Across the Life Span. Psychological Science in the
Public Interest, 21(1), 6–41.
https://doi.org/10.1177/1529100620920576
Lubis, R. S., Pramudya, I., &
Subanti, S. (2021). Mathematics Literacy: Newman’s Error Analysis (NEA) Review
from Habits of Mind. Proceedings of the International Conference of
Mathematics and Mathematics Education (I-CMME 2021), 597, 237–245.
https://doi.org/10.2991/assehr.k.211122.033
Mugnianingsih, N. A., Awiria, &
Rony, Z. T. (2022). Students’ Learning Difficulties in Problem Solving Ability
in Face-To-Face Learning Limited Elementary School. Jurnal Pendidikan Dan
Pengajaran Guru Sekolah Dasar (JPPGuseda), 5(2), 66–72.
https://doi.org/10.55215/jppguseda.v5i2.5979
Nahdi, D. S., Jatisunda, M. G., &
Suciawati, V. (2021). Pre-service teacher’s ability in solving mathematics
problems viewed from Self-Resilience. Malikussaleh Journal of Mathematics
Learning (MJML), 4(2), 117–123. https://doi.org/10.29103/mjml.v4i2.2916
Oppermann, E., & Lazarides, R.
(2021). Elementary school teachers’ self-efficacy, student-perceived support
and students’ mathematics interest. Teaching and Teacher Education, 103(1),
1–12. https://doi.org/10.1016/j.tate.2021.103351
Öztürk, M., Akkan, Y., & Kaplan,
A. (2020). Reading comprehension, Mathematics self-efficacy perception, and
Mathematics attitude as correlates of students’ non-routine Mathematics
problem-solving skills in Turkey. International Journal of Mathematical Education
in Science and Technology, 51(7), 1042–1058.
https://doi.org/10.1080/0020739X.2019.1648893
Permata, B., Netson, H., & Ain,
S. Q. (2021). Factors Causing Difficulty in Learning Mathematics for Elementary
School Students. International Journal of Elementary Education, 6(1),
134–141. https://dx.doi.org/10.23887/ijee.v6i1
Salmon, A. K., & Barrera, M. X.
(2021). Intentional questioning to promote thinking and learning. Thinking
Skills and Creativity, 40(2), 1–10.
https://doi.org/10.1016/j.tsc.2021.100822
Samuel, T. S., & Warner, J.
(2021). “I Can Math!”: Reducing Math Anxiety and Increasing Math Self-Efficacy
Using a Mindfulness and Growth Mindset-Based Intervention in First-Year
Students. Community College Journal of Research and Practice, 45(3),
205–222. https://doi.org/10.1080/10668926.2019.1666063
Sancar, R., Atal, D., &
Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching
and Teacher Education, 101(1), 1–12.
https://doi.org/10.1016/j.tate.2021.103305
Sugiyono. (2019). Metode
Penelitian Kuantitatif, Kualitatif, dan R&D. Alphabet.
Suryatin, S., & Sugiman, S.
(2019). Comic book for improving the elementary school students’ mathematical
problem solving skills and self-confidence. Jurnal Prima Edukasia, 7(1),
58–72. https://doi.org/10.21831/jpe.v7i1.10747
Syarifah, T. J., Usodo, B., &
Riyadi. (2019). Student’s critical thinking ability with higher order thinking
skills (HOTS) question based on self-efficacy. Journal of Physics:
Conference Series, 1(1), 1–11. https://doi.org/10.1088/1742-6596/1265/1/012013
Tashtoush, M. A., Wardat, Y., Aloufi,
F., & Taani, O. (2022). The effect of a training program based on TIMSS to
developing the levels of habits of mind and mathematical reasoning skills among
pre-service mathematics teachers. Eurasia Journal of Mathematics, Science
and Technology Education, 18(11), 1–12.
https://doi.org/10.29333/EJMSTE/12557
Verschaffel, L., Schukajlow, S.,
Star, J., & Van Dooren, W. (2020). Word problems in mathematics education:
a survey. ZDM - Mathematics Education, 52(1), 1–16. https://doi.org/10.1007/s11858-020-01130-4
Wahyuningsih, R., & Setiani, Y.
(2021). The Ability to Solve Mathematical Problems in Terms of Self-Confidence
in Two-Dimensional Figure Material. Matematika Dan Pembelajaran, 9(1),
15–23. http://dx.doi.org/10.33477/mp.v9i1.1916
Wang, M. Te, Guo, J., & Degol, J.
L. (2020). The Role of Sociocultural Factors in Student Achievement Motivation:
A Cross-Cultural Review. Adolescent Research Review, 5(4),
435–450. https://doi.org/10.1007/s40894-019-00124-y
Yayuk, E., Purwanto, As’Ari, A. R.,
& Subanji. (2020). Primary school students’ creative thinking skills in
mathematics problem solving. European Journal of Educational Research, 9(3),
1281–1295. https://doi.org/10.12973/eu-jer.9.3.1281
Yuriansa, A., & Kurniawati, L.
(2021). The Importance of Playing Pattern for Early Childhood Mathematics
Learning. Proceedings of the 5th International Conference on Early Childhood
Education (ICECE 2020), 538, 86–89.
https://doi.org/10.2991/assehr.k.210322.019
|
Copyright
holder: Devi
Rinjani Sofitri, Nursiwi Nugraheni (2024) |
|
First
publication right: Syntax
Literate: Jurnal Ilmiah Indonesia |
|
This article
is licensed under:
|
