THE EFFECT OF HABITS OF MIND ON MATHEMATICAL PROBLEM-SOLVING ABILITY OF JUNIOR HIGH SCHOOL STUDENTS

ABSTRACT


INTRODUCTION
Mathematics is a scientific discipline that has an important role in developing students' abilities. In addition, mathematics is one of the subjects studied at every level of education, both from elementary school, middle school, to university. In line with Oviyani (2017) saying Umar (Nurdiansyah et al., 2021) stated that abilities must be developed in learning mathematics include not only cognitive aspects but also affective aspects. From this opinion, one of the affective abilities must be owned and improved by every student is Habits of Mind. Mathematical Habits of Mind is a development of thinking skills through habituation or cultivation mathematical thinking (Miliyawati, 2014;Nurdiansyah et al., 2021). Habits of Mind means the habit of thinking. Habit is a process of behaving and acting that is done repeatedly until it settles down and is automatically carried out (E. S. Aisyah & Sofyan, 2014;Faqih et al., 2021;Aprilia Dwi Handayani, 2015).
Costa and Kallick in 1885 developed Habits of Mind by defining Habit of Mind as a characteristic of what intelligents people do when they are faced with problems that are not easy to solve. Habits of Mind are the tendency of a person's intelligent behavior to solve problems for which the solution is not immediately known (Altan et al., 2019;Dwirahayu et al., 2018). Habits of Mind have an important role in the learning process and individual development in solving problems (Defitriani, 2019). With Habits of Mind, students can assess their own ability to understand, reason and work on a question or problem (Indriani et al., 2018). Habits of Mind is a positive behavior that is shown by someone and is done automatically and repeatedly (A. D. Handayani et al., 2018).
Positive behavior that can be done repeatedly, such as solving problems that we often encounter in our daily lives. However, awareness of the importance of mathematical problemsolving abilities in everyday life has not been well realized (P. N. Aisyah et al., 2018). Problem solving ability is one of the fundamental abilities that junior high school student must have and improve in learning mathematics (Yuliani et al., 2019). Aliah et al., (2020) say that in everyday life, consciously or unconsciously, every day we are faced with various problems that demand problem-solving skill. In addition, mathematics also has benefits and an important role not only for science but in learning to be achieved in solving problems to carry out everyday life (Lestari et al., 2019;Lutfiah et al., 2022). The simple thing that we often encounter in solving problems in everyday life is when we are buying an item at a store or at a supermarket and we forget to ask what the unit price is or even how much money we have. Not only that, we often use even simple things such as addition, subtraction, multiplication, and division in our daily activities or activities.
According to Rahmatiya & Miatun (2020) problem solving is a student's effort in solving problems, especially in learning mathematics. Problem solving in mathematics learning emphasizes the use of method, procedures, and strategies that can be verified systematically. In line with Rahmawati & Warmi (2022) problem solving is defined as a process of activity adopted by someone, including methods, procedures, and strategies to solve problems until they are finished and meet requirements.
Based on the description above, the aim of this study was to determine whether there is an influence of Habits of Mindon the mathematical problem solving abilities of Junior High School students in the material of the System of Two Valiable Linear Equations with the hypothesis H0 = There is no effect of Habtits of Mind on the mathematical problem solving abilities of Junior High School students in the material System of Two Variable Linear Equations; and Ha = There is an influence of Habits of Mind on the mathematical problem solving abilities of Junior High School students in the matter of Systems of Two Variable Linear Equations.

METHOD
This research was conducted using a correlational quantitative approach with the survey method which is expected to be able to determine whether there is influence of Habits of Mind on Junior High School problem solving abilities in the material System of Two Variable Linear Equations (SPLDV). Correlation research is a study that involves collecting data to determine whether there is a relationship and the level of relationship between two or more variables.
The population used in this study is students of class VIII SMP Negeri 1 Tambelang, Bekasi Regency. While the sampling technique used purposive sampling technique by taking a sample of 38 students. The instruments used in this study were the Habits of Mind scale and written tests of students' mathematical problem-solving abilities. The test questions for solving mathematical problems consist of 3 items and a scale of Habits of Mind consisting of 25 statements.
The data that has been taken is processed and analyzed using a statistical test, namely a simple linear regression test with the help of SPSS version 23 software which can answer the hypothesis formulation. The hypothesis in this study is: there is an influence of Habits of Mind on students' mathematical problem-solving abilities. Before carrying out hypothesis testing, there are several prerequisite tests that must be met.

Results
Habits of Mind scale data and students' mathematical problem solving abilities that have been collected, recapitulated and categorized. After collecting data and categorizing it, then to find out the relationship between habit of mind and students' mathematical problem solving abilities, data analysis was carried out. Based on the results of inferential analysis, the normality test is carried out first. The results are presented in Table 2.  (Mehta, C.R., and Patel, 2015). Because the date is normally distributed, it is continued with the Pearson Product Moment Correlation Test. The results are presented in Table 3. Based on Table 3, the values of Sig. < 0.05, it can be concluded that there is a relationship between habits of mind and students' mathematical problem solving abilities. While the direction of the relationship is positive because the simple correlation value (r) is positive, namely 0.452, whics means that the higher the Habits of Mind, the higher the student's mathematical problem solving abilities. Furthermore, statistical regression tests were performend using simple linear regression analysis. The results of a simple linear regression analysis were obtained which can be seen in Table 4. In Table 5 it can be seen that the value of Fhit = 9.242 with a value of Sig. is 0.004 < 0.05, the test decision can be concluded that there is a significant influence between Habits of Mind on mathematical problem solving abilitieas. That the higher value of Habits of Mind in students will have an effect the better their problem solving abilities. Likewise, the lower value of habits of mind, the less ability to solve problems. Whereas in Table 6 results will be know from how big the relationship is between the habits of mind and the ability to solve mathematical problem. The following is Table 6. From the Table 6 above, it is found that the value of the correlation coefficient (R) is 0.452 with R 2 = 20.40%, that found the ability to solve mathematical problem is influenced by Habits of Mind of 20.40%, the rest is influenced by other possible variables. Thus the magnitude of the positive correlation between Habits of Mind and mathematical problem solving ability can be seen from the correlation coefficient value of 0.452, which means that the positive relationship is quite significant. Where the better the Habits of Mind have a better influence on ability to solve mathematical problem. That students with high achievement motivation will provide better problem solving abilities than students who have low habits of mind.

Discussions
Based on data processing from the resulth of the analysis of the Habits of Mind scale using the Likert scale and problem solving abilities by giving questions to students, the resulth is that the better the Habits of Mind will have a better influence on students' mathematical problem solving abilities and provide a positive relationship quite significant. This is in line with Dwirahayu et al., (2018) which states that Habits of Mind affects students' mathematical problem solving abilities, where instrinsic motivation will encourage students to act and make Volume 6, No. 1, March 2023 pp 12-19 17 better efforts when dealing with mathematical tasks. Apart from that, Malasari et al (2019) also said that Habits of Mind have a positive influence on students' ability to solve problems.

Journal of Innovative Mathematics Learning
Habits of Mind can also be called habits of thought defined by Costa and Kallick (Dwirahayu et al., 2018), that the characteristics of someone who is intelligent in carrying out a problem with a solution that is usually difficult to find. Habits of Mind are not natural or innate talents, but are behavioral habits that are carried out deliberately and consciously in time and habits (Hasanah & Purwasih, 2022). Success in solving mathematical problem can be supported by Habits of Mind, which shows the importance of Habits OF Mind in learning mathematics (Malasari et al., 2019).
According to Miliyawati (Anggriani & Septian, 2019), when faced with problem students tend to form certain patterns of intellectual behavior that can ecourage individual success in solving these problems. Therefore, the habits of thinking that a person has will affect his success, one of which is his success in learning. Students' problem solving abilities can be increased by getting them used to solving non-routine problems, so that students must be able and accustomed to understanding the information requested in the questions, besides that the importance of students' knowledge and skill in the process of solving problems is not only in the final result (Utami & Wutsqa, 2017).
Hermini (Hermawati et al., 2021) states that the way to develop students' abilities in problem solving is by providing problem solving experience to other problems, a good strategy refers to students who use techniques/ methods to solve mathematical problems correctly so that help the calculation procedure to find a solution.
In this study, the value of the positive correlation between Habits of Mind and the ability to solve mathematical problems can be seen from the value of the correlation coefficient, which is 0.452, which means that the positive relationship is quite significant. Where the better the Habits of Mind will have a better influence on the ability to solve mathematical problems. Students with high achievement motivation will provide better problem solving abilities than students who have low habits of mind.

CONCLUSION
Based on the date analysis and discussion that has been explained, the results of this study concluded that there were 15.79% of students who had high Habits of Mind with high problem solving abilities, 50% of students who had high Habits of Mind with medium problem solving abilities, 13.16% of students who have medium Habits of Mind and problem solving abilities, and 21.05% of students who have medium Habits of Mind and low problem solving abilities. In addition, there is a positive influence between Habits of Mind and the mathematical problem solving abilities of junior high school students by 20.40%. This shows that the higher the Habits of Mind possessed by students will have a better effect on their mathematical problem solving abilities.
Sugestions for future researchers to be able to continue research by implementing the use of a learning model that can improve problem solving skills or students' thinking habits. Besides that, it can also be continued with research on the development of learning tools to improve students' mathematical problem solving abilities and thinking habits.