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Mathematics should be taught at all

levels of education. Starting from

elementary, middle, high school, even

knowledge and fields of knowledge taught

are different (Abdulloh, 2016). One of the

fields of science that is taught in schools is

arithmetic or measurement which is called

Mathematics. With many sciences whose

discovery and development depend heavily

on mathematics, students must have

various skills related to mathematics

Learning mathematics in schools is

comparisons and lines, angles and

numbers. The field is one of the many

components that make up a comparison.

Each of these materials has unique

characteristics that can cause some

problems for students to learn (Dewi, 2018).

These difficulties are usually a problem

for students because they can hinder the

achievement of mathematics learning

objectives. One of the difficulties that often

students also find it difficult to function if

there are questions about mixed fractions,

which must be done by first converting

mixed fractions into ordinary fractions and

then working on them. Although it seems

Negeri 2 Sekampung in grade VII shows the

fact in the field that students make many

mistakes in doing fractional arithmetic

operations due to lack of mastery, both in

understanding, operating, and writing final

answers (Sudiono, 2017). It is not easy to

bring students to be able to understand the

concept and meaning of fractions so that a

change in the teacher's teaching method is

needed (Suciati & Wahyuni, 2018). Teachers

have difficulties which result in errors in

solving math problems (Nasriadi, 2016)

Error analysis is important because

both teachers and students can determine

efforts that can prevent the same mistakes

from happening again. This is in line with

Efrilia who explained that when analyzing

errors, we can find out the possible causes,

which allows us to focus on those reasons

and to avoid similar mistakes in the future

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of which is the student's fighting power.

The fighting power of each student in

solving problems is different. The

difference in fighting power is determined

by the level of adversity quotient (AQ).

Suffering is a measure of the ability to

overcome adversity. Therefore, the role of

risk is important in determining students'

ability to solve mathematical problems.

Stoltz is included in 3 (three) AQ categories,

not willing to take great risks and is

satisfied with the circumstances or

circumstances in which he finds himself is

classified as a camp category. To better

understand this situation, the researcher

felt it was important to consider the level of

difficulty by examining how students

responded to solving low, medium, and

high level problems.

So to find out more about the errors

adversity intelligence.

Two instruments were used. in this

study, the main instrument, and supporting

instruments. The main tool in this study is

supporting materials are the University

Response Profile (ARP) questionnaire,

interview instructions, and questionnaires.

Research time is from January 2022 to

completion. Subject selection begins by

distributing the Adversity Response Profile

(ARP) questionnaire. The results of each

student's ARP questionnaire are added and

based on the student's ARP scores are

divided into 3 (three) categories of

were selected based on a purposive

sampling technique from 32 students.

This data analysis will be subject to

sanctions in the context of text concepts

and concepts that (Rijali, 2019) are used to

describe the following: reducing data,

presenting data, and concluding/verifying.

and does not use all his abilities (Klaukien,

Shepherd, & Patzelt, 2013). In his research

obtained the same thing that their camper

students synthesized ideas based on easy

concepts (Irfan, 2018). The subject stated

that he obtained the plan after reading the

questions and had two plans to solve the

Materials Fractions Based on Newman Stages From Adversity Quotient (Case Study in

SMP Negeri 2 Sekampung)

initial formula. the ability to process

addition and subtraction operations by

equating the equation first correctly and

precisely. However, in writing the answer is

less precise and in simplifying the final

answer (Huang et al., 2021). states that they

are campers, who are satisfied with their

independence. This is in accordance with

they are bored they end their work, do not

Subjects read questions by writing

down what they know and are asked orally.

In the quitters subject, the first error was

seen from the start, namely the process of

not understanding the meaning of the

problem and the transformation using the

initial formula for the addition operation. It

should be appropriate to use the process of

adding and subtracting fractions. Quitter

profiles of mountain students, campers,

and dropouts. It can be said that

mountaineering students have better

problem-solving qualities than camping

students and dropouts, this can be seen in

every problem-solving step taken by

mountaineering students. Therefore, the

researcher suggests that educators and

students understand that every student has

AQ potential that needs to be improved at

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