STUDENT’S MATHEMATICAL PROBLEM-SOLVING ABILITY WITH MATHEMATICAL RESILIENCE AND METACOGNITION SKILLS: A QUANTITATIVE ANALYSIS

Several studies show that students' problem-solving abilities are still low, so teacher efforts are needed to improve them. This research has a focus on improving students' mathematical problem solving abilities based on factors within the students themselves, namely Mathematical Resilience and metacognition abilities. This study uses a quantitative approach, with the type of expost facto research. The population in this study were elementary school students in Majalengka Regency with a sample of 30 fifth grade students at SDN Jatipamor I, Panyingkiran District. The data collection instrument in this study used test questions and questionnaires. The data that has been collected is then analyzed using the analysis of variance. The results showed that the problem solving abilities of students who had high Mathematical Resilience and metacognition skills were better than other students. Thus it can be concluded that Mathematical Resilience and metacognition skills have a very large influence on students' ability to solve mathematical problems. The results of this study contribute to providing information regarding the importance of mathematical resilience and students' metacognitive abilities in learning mathematics so that teachers in schools can pay special attention to these two abilities so that students are able to solve mathematical problems.


INTRODUCTION
Problem solving in mathematics helps students to experience how to solve problems in everyday life by applying their mathematical knowledge and skills (Osman et al., 2018). Many problems in everyday life are solved using mathematics (Aljaberi & Gheith, 2016). By teaching problem solving skills, students can develop and apply their mathematical abilities in dealing with real-life problems (Gurat, 2018).
Problem solving in mathematics is an attempt to achieve certain results by applying non-standard methods, therefore it takes a lot of effort to achieve the desired results (Schoenfeld, 2013). Problem solving is considered a fundamental aspect of education (Rott, 2020;Tambunan, 2019). Problem solving helps students in dealing with real-life situations. In learning mathematics, problem solving ability is the main goal (Surya & Putri, 2017;Wilson et al., 2011). These skills help individuals in developing logical thinking and improve decision-making skills by applying logical processes such as induction and deduction, as well as applying algorithms needed to solve everyday situations. (Taplin, 2004). According to Polya (2004) in solving a problem, there are several stages that must be passed, including (1) Understanding the problem; (2) Planning a settlement strategy; (3) Implementing the settlement; (4) Reexamine the results obtained. These four stages are interrelated links. When students have difficulty at one stage it will be difficult to do the next stage.
Students need to have the ability to solve mathematical problems because it is a necessity in mathematics curricula around the world (Liljedahl et al., 2016). Problem solving abilities can help students overcome the difficulties they face to achieve the expected goals (Putri et al., 2019;Sumartini, 2018). Therefore, in mathematics learning activities the teacher needs to introduce students to mathematical problems, because by facing problems students will be required to think intensively and creatively in solving the problems they face (Elita et al., 2019).
However, several studies reveal the fact that students' mathematical problem solving abilities are still not satisfactory. Problem solving in mathematics has provided difficulties and frustrations for a large number of students (Bluman, 2004;Sharp & Shih Dennis, 2017;Verschaffel & De Corte, 1993 (Rahmiati et al., 2018).
If examined further, previous studies have made more efforts to improve mathematical problem-solving abilities by paying attention to external factors, such as the application of models, strategies, or the development of tools and learning, while internal factors have not become the attention of researchers. Even though there are many factors from within students that affect students' ability to solve mathematical problems, factors from within students include Mathematical Resilience and metacognitive abilities.
In dealing with mathematical problems, in addition to having to think at a high level, students are also required to work hard, don't give up easily, and have self-restraint. Students who have self-restraint tend to avoid feelings of anxiety and fear. Therefore, it is necessary to be diligent and tough in learning mathematics or called mathematical resilience (Johnston-Wilder & Lee, 2014). A student needs to have the ability to overcome, and improve himself from the mathematics anxiety he faces. A student needs to have Mathematical Resilience in order to be able to survive the mathematical problems they face. Having good Mathematical Resilience skills will lead to different beliefs about mathematics (Young-Loveridge, 2010).
Another aspect that students need to have to be able to solve mathematical problems is metacognition ability. Peña-Ayala & Cárdenas (2015) explained that cognition means to know, and elaborated on this by suggesting cognition involves an individual's perception and comprehension of the world, and how he/she behaves in that context. Metacognition is a form of ability to look at himself so that what he does can be controlled optimally (Abrar, 2018;Iskandar, 2014;Wicaksono & Akhdinirwanto, 2013). With this kind of ability, it is possible for a person to have a high ability to solve problems. The success of students in solving problem solving, among other things, really depends on their awareness of what students know and how to do it (Pujiank et al., 2016). Students with good metacognitive abilities can know themselves as individuals who learn and how they control and adjust their behavior. Students need to be aware of their strengths and weaknesses.

RESEARCH METHODS
This study uses a quantitative approach, namely the scientific approach used to view a reality that can be classified, concrete, observable and measurable, the relationship of the variables is causal where the research data is in the form of numbers and the analysis uses statistics. This research is ex post facto, because in the study no treatment or manipulation was made on the research variables, but only the symptoms that had occurred to the respondents before this research was conducted. In other words, in this study no experimental class was given treatment, but students were directly given a test to measure the research variables, namely mathematical problem solving ability, mathematical resilience, and metacognition ability.
The population in this study were elementary school students in Majalengka Regency. The sample in this study was selected randomly by purposive sampling technique. With this sampling technique, the sample in this ISSN 2089-8703 (Print) Volume 10, No. 4, 2021, 2591-2601ISSN 2442 2594| study was 30 students of class V at SDN Jatiapmor I, Panyingkiran District. Data collection techniques used in this study were tests and questionnaires. The test is given to students in the form of non-routine description questions to determine students' ability to solve mathematical problems. The questionnaire was given to students to find out the mathematical resistance and cognitive abilities of students. The data from the questionnaire results of mathematical endurance and students' cognitive abilities were classified into three categories of high, medium, and low. The data on the results of the mathematical problem solving ability test were analyzed based on the level of mathematical resilience and metacognition skills using the analysis of variance.

RESULTS AND DISCUSSION
The data from this study were obtained from the score of the problemsolving ability test through the provision of questions. Problem solving ability test questions are designed to use contextual problems to measure students' ability to solve non-routine problems. Before analyzing the results of non-routine problem tests, students are first distributed based on the level of mathematical resilience and metacognition skills, namely high, medium, and low levels. Based on the measurement results of mathematical resilience and metacognition skills, data on the number of students was obtained based on the level of mathematical resilience and metacognition skills in high, medium, and low categories as can be seen in Table 1. The results of the mathematical problem solving ability test, based on each level of mathematical resilience and metacognition skills, are descriptively presented in Table 2. From the data presented in Table  2, it can be seen that the average result of the highest mathematical problem solving ability of 89.8000 was obtained by the group of students with high Mathematical Resilience and high metacognition skills. There is also the lowest average test result is 72.8333 obtained by the group of students with low levels in Mathematical Resilience and metacognition skills. From these results, it is known that the group of students who have high mathematical resilience and metacognitive ability with the highest score obtained high math problem solving ability test results as well. On the other hand, the group of students with low math resistance and metacognitive ability got the lowest test results.
Thus, descriptively, mathematical resilience and metacognitive ability affect students' ability to solve non-routine math problems.
To determine the effect of Mathematical Resilience and metacognition skills on students' problem solving abilities, a two-way analysis of variance was performed. The results of the two-way analysis of variance data processing are presented in Table 3.  Table 3, it can be seen that the mathematical problem solving ability of students with mathematical resilience obtained a p-value (sig) of 0.002 < 0.05, so there are differences in students' mathematical problem solving abilities based on mathematical resilience levels (high, medium, and low). Students with high mathematical resilience get the highest average scores compared to medium and low levels. Thus, the problem solving ability of students with high mathematical resilience is better than that of medium and low mathematical resilience.
Students' mathematical problem solving abilities with metacognition skills obtained p-value (sig) of 0.001 < 0.05, so there are differences in students' mathematical problem solving abilities based on metacognition skill levels (high, medium, and low). Students with high metacognition skills get the highest average scores compared to medium and low levels. Thus the problem solving ability of students with high metacognition skills is better than those with medium or low metacognition skills.
The interaction between Mathematical Resilience and metacognition skills on mathematical problem solving abilities obtained pvalue (sig) of 0.039 < 0.05, so there is an interaction between Mathematical Resilience and metacognition skills on mathematical problem solving abilities. The existence of this interaction shows that Mathematical Resilience and metacognition skills together have a significant influence on students' mathematical problem solving abilities.
From the results of the answers of students who have high Mathematical Resilience and metacognition skills, the difficulties experienced are not too

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significant when compared to the answers of students who have low Mathematical Resilience and metacognition skills. Students who have high resilience and metacognition skills are able to answer mathematical problem solving ability tests well and achieve systematic steps in solving problems. They are able to explain the steps for solving problems on each question they have worked on confidently, clearly and in detail. The results of the answers of students who have low Mathematical Resilience and metacognition skills have difficulty in understanding the problems that exist in the questions and determine strategies to solve problems, this is due to a lack of understanding/mastery of concepts in the material being tested and students cannot solve these problems in accordance with the procedure. the solution. The lack of mastery of this concept causes students to fill in the formula that they think is right without thinking about whether the answer is right or wrong. They are less skilled in answering mathematical problem solving tests, this is evidenced by their lack of accuracy in answering questions, they tend to give up when faced with difficult questions and are reluctant to check again if they believe that the questions they are doing are wrong. Some questions haven't even reached systematic steps in solving problems.
From the results of the study, it was found that Mathematical Resilience had an effect on increasing students' problem solving abilities. This is because students who have self-restraint tend to avoid math anxiety so that they get better results in solving non-routine questions. This is in accordance with research conducted by Johnston-Wilder et al. (2015) which states that students who have resilience are more effective when facing difficulties in mathematics. This finding also supports research conducted by Attami et al. (2020) which states that students with high levels of mathematical resilience are able to face and overcome challenges and negative situations related to the problem solving process because they are able to train themselves. In addition, metacognition skills also affect the improvement of students' problem solving abilities. This is in accordance with research of (Alzahrani, 2021) which states that metacognition must be prioritized to increase students' awareness of the learning process. This is because conscious reflection allows students to develop the ability to choose the most appropriate strategy for solving mathematical problems. This finding also supports the results of research by Anandaraj & Ramesh (2014), (Kozikoğlu, 2019) and (Sümen & Çalışıcı, 2016) which states that metacognitive skills have a close relationship with mathematical problem solving abilities.

CONCLUSION AND SUGGESTION
Based on the research' results, it shows that the problem-solving abilities of students who have high mathematical resilience and metacognition skills are better than other students. It can be concluded that Mathematical Resilience and metacognition skills have a very large influence on students' ability to solve mathematical problems.
Basically there are many other factors in students that can improve the ability to solve mathematical problems, this study has not revealed all of these factors. Therefore, suggestions for further research is to conduct research on other factors in students that can affect mathematical problem solving abilities. Kreano: Jurnal Matematika Kreatif-Inovatif, 9(2), 191-197. https://doi.org/10.15294/kreano.v 9i2.16341 Arta, I., Japa, I. G. N., & Sudarma, I. K. (2020).