Adversity quotient-based mathematical reasoning ability in geometry learning through virtual realistic approaches.

This research aims to describe the ability of mathematical reasoning based on students' adversity quotient in geometry learning through a virtual realistic approach in the mathematics department of the Mathematics and Natural Sciences Faculty of the State University of Medan. The implementation of the research is virtual, that is, starting with presenting the learning rules and Semester Learning Plans that contain learning achievements and lecture materials on the SIPDA web account (Online Learning System), which is used. In the learning process through a realistic approach, it begins by providing problems in the form of challenges related to the learning topics to be discussed. Then, with the time allotted, students solve the problems given and at the same time upload them via SIPDA, then the lecturer comments on the student's answers in class discussion. At the 4th meeting, students were given a mathematical reasoning test and a questionnaire about the students' struggle to learn geometry. Through the results of an inferential statistical analysis of the data collected through reasoning tests and adversity quotient questionnaires, it was found that there was no interaction between learning and adversity quotient. So it was concluded that the increase in students' mathematical reasoning abilities was directly proportional to the students' adversity quotient in learning geometry through a virtual realistic approach. So, in improving students' mathematical reasoning skills through a realistic online approach, there is no need to classify students based on their adversity quotient. [ABSTRACT FROM AUTHOR]