Problem-solving ability and mathematical disposition of students in solving HOTS problems of arithmetic sequences and sequences based on gender

Abstract

Mathematical problem-solving skills have an especially important role in learning mathematics. Therefore, the world of education needs to prepare a new generation so that they can think critically, logically, systematically, analytically, creatively, collaborate, and solve HOTS problems. This study aims to describe the problem-solving ability and mathematical disposition of students based on gender. The method used is descriptive qualitative with test instruments in the form of HOTS questions and interviews related to problem-solving indicators and mathematical disposition questionnaires given to 8 students from 34 students of class X MAN 1 Sintang consisting of 4 male students and 4 female students. Based on the results of the study, it can be concluded that students' mathematical problem-solving ability based on gender has different characteristics and advantages in: 1) understanding the problem; 2) make a problem-solving plan; 3) solve the problem; and 4) re-examine. The mathematical disposition of male students is higher than that of female students. This proves that mathematical disposition is not an absolute requirement so that students can solve HOTS questions on arithmetic sequences and series.