REACT Strategy Application on Junior High School Students’ Mathematical Problem-Solving Ability Based on Adversity Quotient

Asisa Asisa; Anggraini Anggraini; Dasa Ismaimuza; Nurhayadi Nurhayadi; Junaidi Junaidi

doi:10.33394/j-ps.v14i4.22429

Authors

Asisa Asisa Universitas Tadulako
Anggraini Anggraini Universitas Tadulako https://orcid.org/0000-0001-7425-4634
Dasa Ismaimuza Universitas Tadulako https://orcid.org/0000-0003-3103-0176
Nurhayadi Nurhayadi Universitas Tadulako https://orcid.org/0000-0001-8246-5386
Junaidi Junaidi Universitas Tadulako https://orcid.org/0000-0002-3891-3492

DOI:

https://doi.org/10.33394/j-ps.v14i4.22429

Keywords:

REACT learning strategy, Mathematical problem-solving, Adversity quotient, Quasi-experimental study, Mathematics education

Abstract

This study aims to examine differences in mathematical problem-solving abilities among Grade IX Junior High School students with different types of Adversity Quotient (AQ) who learned using the Relating, Experiencing, Applying, Cooperating, Transferring (REACT) strategy and conventional learning. This study employed a quasi-experimental method with a 2×3 factorial design. The population consisted of 467 Grade IX students in Junior High Schools in Banawa District. The sample was selected using purposive and simple random sampling, involving students from SMP Negeri 2 Banawa and SMP Negeri 3 Banawa. The experimental class consisted of 55 students, while the control class consisted of 56 students. Data were analyzed using the Independent Sample t-test and Two-Way ANOVA. The results of the study show that the mathematical problem-solving ability of students who learned using the REACT strategy differed significantly and were higher than those of students who learned through conventional instruction. The mean problem-solving ability was 73.58 in the experimental class and 45.32 in the control class, with Sig. (2-tailed) < 0.001 < 0.05. For Climber, Camper, and Quitter students, the experimental class also achieved significantly higher mean scores than the control class (Sig. < 0.001). These results indicate that there was a significant difference in students' mathematical problem-solving abilities both overall and within each AQ type between those who learned using the REACT strategy and those who learned through conventional learning.

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