Abstract
While mathematical proficiency is often attributed to cognitive intelligence, success in mastering Higher-Order Thinking Skills (HOTS) frequently hinges on student resilience. This study investigates the premise of “beyond intelligence” by evaluating whether the Adversity Quotient (AQ)—categorized into Climbers, Campers and Quitters— serves as a reliable predictor for solving complex mathematical challenges. Employing a qualitative descriptive design, the research examined eighth-grade students at a public junior high school in Makassar, Indonesia. Data was gathered through the Adversity Response Profile, two open-ended HOTS tasks on systems of linear equations and semistructured clinical interviews. The findings confirm that AQ significantly indicates mathematical persistence, directly correlating with formal test performance. Performance divergences across AQ categories emerge sharply at the solution-planning stage. Although all students possessed equivalent basic problem-understanding, only high-AQ students successfully transformed information into mathematical models under cognitive pressure. Climber subjects demonstrated mature self-regulation via independent backtracking and verification. Camper subjects exhibited conditional resilience, with accuracy declining as procedural complexity increased. Meanwhile, Quitter subjects displayed profound psychological barriers and cognitive anxiety, resigning at the linguistic literacy stage. Consequently, these results suggest that mastering higher-order mathematics requires modern educational frameworks to shift from purely cognitive metrics toward actively fostering crucial non-cognitive components like the adversity quotient to ensure sustainable, long-term academic success for all learners.
Keywords: Adversity Quotient, Beyond Intelligence, Higher-order Thinking Skills, Mathematics Problem Solving, Polya Stages.