Mathematical Resilience dalam Perspektif Filsafat Pendidikan Matematika
Keywords:
resiliensi matematika, filsafat pendidikan matematika, konstruktivisme, falibilisme, kecemasan matematika
Abstract
Mathematical resilience is a student’s ability to persevere, remain confident, and maintain a positive attitude when facing difficulties in learning mathematics. Low mathematical resilience can lead to math anxiety, low motivation to learn, and a decline in academic achievement. Although it has been extensively studied from psychological and pedagogical perspectives, research examining mathematical resilience from the perspective of the philosophy of mathematics education remains limited. This article aims to analyze the concept, influencing factors, and implications of mathematical resilience in mathematics learning. The study employs a literature review method by analyzing articles published between 2019 and 2026 from the Google Scholar and ERIC databases. The findings indicate that mathematical resilience encompasses the dimensions of value, struggle, growth, support, and culture, which are influenced by cognitive, psychological, and social factors. The absolutist paradigm tends to hinder the development of resilience, whereas constructivism and fallibilism support it by accepting mistakes as part of the learning process. These findings underscore the importance of a psychologically safe learning environment, as well as the implementation of productive struggle and open-ended problems to enhance students’ mathematical resilience.
References
Amandangi, B. G. K., & Parahyanti, E. (2025). Peran keamanan psikologis (*psychological safety*) sebagai moderator hubungan antara modal sosial di tempat kerja (*workplace social capital*) dan ketangkasan belajar (*learning agility*). *Jurnal Locus: Penelitian & Pengabdian*, 4(5), 2109–2130.
Arafah, A. A., Sukriadi, & Samsuddin, A. F. (2023). Implikasi teori belajar konstruktivisme pada pembelajaran matematika. *Jurnal Pendidikan MIPA*, 13(2), 358–366.
Atahan, Ş., & Mert Uyangör, S. (2024). The development of the mathematical resilience scale: Validity and reliability study. *Acta Didactica Napocensia*, 17(2), 77–88. https://doi.org/10.24193/adn.17.2.6
Aziz, A., Caswita, & Sutiarso, S. (2025). Efektivitas *open-ended* problem ditinjau dari kemampuan pemecahan masalah dan berpikir kreatif matematis: Kajian literatur. *Mandalika Mathematics and Education Journal*, 7(2), 461–?.
Callaman, R. A., & Palompon, D. (2026). Development of three-dimensional resiliency theory in solving mathematical problem. *Journal of Education and Learning (EduLearn)*, 20(1), 608–621. https://doi.org/10.11591/edulearn.v20i1.22738
Callaman, R. A., & Tagaytay, F. M. M. (2025). Exploring resilience mechanisms in high school mathematics: A study on problem-solving challenges and self-regulation. *International Journal of Education in Mathematics, Science, and Technology (IJEMST)*, 13(5), 1237–1252. https://doi.org/10.46328/ijemst.5708
Chananil, S., Yuankrathok, P., & Somabut, A. (2025). Needs assessment for designing a digital learning ecosystem to enhance mathematical resilience in pre-service mathematics teachers. *Higher Education Studies*, 15(4), 22–33. https://doi.org/10.5539/hes.v15n4p22
Chusna, A. C., Rochmad, & Prasetyo, A. P. B. (2019). Mathematical resilience siswa pada pembelajaran *Team Assisted Individualization* dalam upaya meningkatkan kemampuan penalaran matematika. In *Prosiding Seminar Nasional Pascasarjana UNNES 2019*. Semarang: Universitas Negeri Semarang. ISBN: 2686-6404
Fadila, F. N., Zahirah, R. Z., & Fajar, M. (2025). Survei tingkat kecemasan matematika pada siswa sekolah dasar. *Misool: Jurnal Pendidikan Dasar*, 7(1), 8–20. https://e-jurnal.iainsorong.ac.id/index.php/Misool
Firdaus, A., Sugilar, H., & Aditya, A. H. Z. (2023). Teori konstruktivisme dalam membangun kemampuan berpikir kritis. *Gunung Djati Conference Series*, 28, 30–38. https://conferences.uinsgd.ac.id/
Hakim, R. A., Muharram, M. R. W., & Apriani, I. F. (2025). Pengaruh pendekatan *open ended* berbasis *productive struggle* terhadap literasi matematis siswa di sekolah dasar. *Jurnal Syntax Imperatif: Jurnal Ilmu Sosial dan Pendidikan*, 6(4), 1008–1019.
Ikhbariaty Kautsar Qadry, Syahrullah Asyari, Nur Ismiyati, & Andi Patimbangi. (2021). Karakteristik kultural dan filosofi matematika. *Infinity: Jurnal Matematika dan Aplikasinya (IJMA)*, 2(1), 62–71.
Jalal, N. M. (2020). Kecemasan siswa pada mata pelajaran matematika. *J-PiMat: Jurnal Pendidikan Matematika*, 2(2), 256–264.
Koutsianou, A., & Emvalotis, A. (2021). Unravelling the interplay of primary school teachers' topic-specific epistemic beliefs and their conceptions of inquiry-based learning in history and science. *Frontline Learning Research*, 9(4), 35–75.
Lutfiyana, L., Pujiastuti, E., & Kharisudin, I. (2023). Systematic literature review: Resiliensi matematis dan kemampuan pemecahan masalah matematis. *Jurnal Cendekia: Jurnal Pendidikan Matematika*, 7(3), 2167–2177.
Melani, R., Herman, T., Hasanah, A., Mefiana, S. A., & Samosir, C. M. (2023). Kemampuan membuat model matematika dan daya juang produktif siswa SMP dalam menyelesaikan soal pemecahan masalah. *Jurnal Cendekia: Jurnal Pendidikan Matematika*, 7(3), 2391–2404.
Melani, R., Herman, T., Prabawanto, S., Samosir, C. M., & Mefiana, S. A. (2024). How students make model and promote *productive struggle* in solving mathematical problems. *Journal of Education, Teaching, and Learning*, 9(1), 177–184.
Melani, L. (2025). Peran *mathematical resilience* terhadap kemampuan pemecahan masalah matematis siswa sekolah dasar pada materi pecahan. *Idarotuna: Jurnal Administrative Science*, 6(1), 91–103.
Minarti, & Hakim, L. E. (2022). Penerapan matematika dalam aliran konstruktivisme yang terkandung dalam filsafat matematika. *Syntax Literate: Jurnal Ilmiah Indonesia*, 7(2).
Muharram, M. R. W., & Widani. (2021). Gamifikasi dalam pembelajaran matematika melalui *productive struggle* sebagai solusi pembelajaran selama pandemi. *Collase: Journal of Elementary Education*, 4(2), 266–277.
Nursyam, A., Sinring, A., Kamaruddin, S., & Usman, M. R. (2025). Reconstruction of the epistemology of mathematics education: Integration of the rationality of the philosophy of science and the emotional psychology of students. *Juring (Journal for Research in Mathematics Learning)*, 8(4), 365–380. http://dx.doi.org/10.24014/juring.v8i4.38506
Permatasari, D., Maziyah, K. N., & Fadila, R. N. (2021). Pengaruh kemandirian belajar terhadap *mathematical resilience* mahasiswa dalam pembelajaran daring. *Jurnal Cendekia: Jurnal Pendidikan Matematika*, 5(1), 249–258.
Pulungan, D. A., Retnawati, H., & Jaedun, A. (2022). *Mathematical resilience*: How students survived in learning mathematics online during the Covid-19 pandemic. *Qualitative Research in Education*, 11(2), 151–179. http://dx.doi.org/10.17583/qre.9805
Putri, H. A. W., & Kusuma, A. B. (2025). Relevansi pandangan falibilisme dalam filsafat matematika terhadap pendidikan matematika abad ke-21. *Indo-MathEdu Intellectuals Journal*, 6(4), 5707–5715. http://doi.org/10.54373/imeij.v6i4.3566
Rahamanya, Z., & Darmawan, P. (2025). Analysis of thinking in solving *open-ended* problems on arithmetic sequences and series based on Polya's stages. *Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam*, 13(2), 117–150.
Rahayaan, M. (2021). Keyakinan epistemologi pembelajaran matematika pada peserta didik sekolah menengah: SMA Negeri 2 Maluku Tengah [Skripsi]. Institut Agama Islam Negeri (IAIN) Ambon.
Sartika, D., Suastra, I. W., Tika, I. N., Atmaja, A. W. T., & Syarifuddin. (2025). Filsafat postmodern dalam pembelajaran matematika: Paradigma kultural, pedagogik, dan teknologi. *JagoMIPA: Jurnal Pendidikan Matematika dan IPA*, 5(4), 1581–1591. https://doi.org/10.53299/jagomipa.v5i4.3507
Sadewo, Y. D., Purnasari, P. D., & Muslim, S. (2022). Filsafat matematika: Kedudukan, peran, dan perspektif permasalahan dalam pembelajaran matematika. *Inovasi Pembangunan: Jurnal Kelitbangan*, 10(1), 15–27.
Shopia, D. M., & Lestari, M. R. D. W. (2025). The role of *mathematical resilience* in critical thinking development under PBL models. *Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram*, 13(3), 533–545.
Sengul, O. (2024). Epistemological beliefs and classroom practices of experienced physics teachers: Are they related? *Frontiers in Education*, 9, 1362426.
Wiputra Cendena, W. C., Tamba, K. P., Kang, S. P., & Tunga, K. Y. (2026). Pre-service elementary mathematics teachers' noticing task design in video analysis. *Pi: Mathematics Education Journal*, 9(1), 85–96.
Zengin, A., & Akçakın, V. (2025). Mathematical resilience and mathematical modeling competency: Exploring the mediation effect of subjective academic well-being. *Journal of Pedagogical Research*, 9(4), 281–295. https://doi.org/10.33902/JPR.202536864
Arafah, A. A., Sukriadi, & Samsuddin, A. F. (2023). Implikasi teori belajar konstruktivisme pada pembelajaran matematika. *Jurnal Pendidikan MIPA*, 13(2), 358–366.
Atahan, Ş., & Mert Uyangör, S. (2024). The development of the mathematical resilience scale: Validity and reliability study. *Acta Didactica Napocensia*, 17(2), 77–88. https://doi.org/10.24193/adn.17.2.6
Aziz, A., Caswita, & Sutiarso, S. (2025). Efektivitas *open-ended* problem ditinjau dari kemampuan pemecahan masalah dan berpikir kreatif matematis: Kajian literatur. *Mandalika Mathematics and Education Journal*, 7(2), 461–?.
Callaman, R. A., & Palompon, D. (2026). Development of three-dimensional resiliency theory in solving mathematical problem. *Journal of Education and Learning (EduLearn)*, 20(1), 608–621. https://doi.org/10.11591/edulearn.v20i1.22738
Callaman, R. A., & Tagaytay, F. M. M. (2025). Exploring resilience mechanisms in high school mathematics: A study on problem-solving challenges and self-regulation. *International Journal of Education in Mathematics, Science, and Technology (IJEMST)*, 13(5), 1237–1252. https://doi.org/10.46328/ijemst.5708
Chananil, S., Yuankrathok, P., & Somabut, A. (2025). Needs assessment for designing a digital learning ecosystem to enhance mathematical resilience in pre-service mathematics teachers. *Higher Education Studies*, 15(4), 22–33. https://doi.org/10.5539/hes.v15n4p22
Chusna, A. C., Rochmad, & Prasetyo, A. P. B. (2019). Mathematical resilience siswa pada pembelajaran *Team Assisted Individualization* dalam upaya meningkatkan kemampuan penalaran matematika. In *Prosiding Seminar Nasional Pascasarjana UNNES 2019*. Semarang: Universitas Negeri Semarang. ISBN: 2686-6404
Fadila, F. N., Zahirah, R. Z., & Fajar, M. (2025). Survei tingkat kecemasan matematika pada siswa sekolah dasar. *Misool: Jurnal Pendidikan Dasar*, 7(1), 8–20. https://e-jurnal.iainsorong.ac.id/index.php/Misool
Firdaus, A., Sugilar, H., & Aditya, A. H. Z. (2023). Teori konstruktivisme dalam membangun kemampuan berpikir kritis. *Gunung Djati Conference Series*, 28, 30–38. https://conferences.uinsgd.ac.id/
Hakim, R. A., Muharram, M. R. W., & Apriani, I. F. (2025). Pengaruh pendekatan *open ended* berbasis *productive struggle* terhadap literasi matematis siswa di sekolah dasar. *Jurnal Syntax Imperatif: Jurnal Ilmu Sosial dan Pendidikan*, 6(4), 1008–1019.
Ikhbariaty Kautsar Qadry, Syahrullah Asyari, Nur Ismiyati, & Andi Patimbangi. (2021). Karakteristik kultural dan filosofi matematika. *Infinity: Jurnal Matematika dan Aplikasinya (IJMA)*, 2(1), 62–71.
Jalal, N. M. (2020). Kecemasan siswa pada mata pelajaran matematika. *J-PiMat: Jurnal Pendidikan Matematika*, 2(2), 256–264.
Koutsianou, A., & Emvalotis, A. (2021). Unravelling the interplay of primary school teachers' topic-specific epistemic beliefs and their conceptions of inquiry-based learning in history and science. *Frontline Learning Research*, 9(4), 35–75.
Lutfiyana, L., Pujiastuti, E., & Kharisudin, I. (2023). Systematic literature review: Resiliensi matematis dan kemampuan pemecahan masalah matematis. *Jurnal Cendekia: Jurnal Pendidikan Matematika*, 7(3), 2167–2177.
Melani, R., Herman, T., Hasanah, A., Mefiana, S. A., & Samosir, C. M. (2023). Kemampuan membuat model matematika dan daya juang produktif siswa SMP dalam menyelesaikan soal pemecahan masalah. *Jurnal Cendekia: Jurnal Pendidikan Matematika*, 7(3), 2391–2404.
Melani, R., Herman, T., Prabawanto, S., Samosir, C. M., & Mefiana, S. A. (2024). How students make model and promote *productive struggle* in solving mathematical problems. *Journal of Education, Teaching, and Learning*, 9(1), 177–184.
Melani, L. (2025). Peran *mathematical resilience* terhadap kemampuan pemecahan masalah matematis siswa sekolah dasar pada materi pecahan. *Idarotuna: Jurnal Administrative Science*, 6(1), 91–103.
Minarti, & Hakim, L. E. (2022). Penerapan matematika dalam aliran konstruktivisme yang terkandung dalam filsafat matematika. *Syntax Literate: Jurnal Ilmiah Indonesia*, 7(2).
Muharram, M. R. W., & Widani. (2021). Gamifikasi dalam pembelajaran matematika melalui *productive struggle* sebagai solusi pembelajaran selama pandemi. *Collase: Journal of Elementary Education*, 4(2), 266–277.
Nursyam, A., Sinring, A., Kamaruddin, S., & Usman, M. R. (2025). Reconstruction of the epistemology of mathematics education: Integration of the rationality of the philosophy of science and the emotional psychology of students. *Juring (Journal for Research in Mathematics Learning)*, 8(4), 365–380. http://dx.doi.org/10.24014/juring.v8i4.38506
Permatasari, D., Maziyah, K. N., & Fadila, R. N. (2021). Pengaruh kemandirian belajar terhadap *mathematical resilience* mahasiswa dalam pembelajaran daring. *Jurnal Cendekia: Jurnal Pendidikan Matematika*, 5(1), 249–258.
Pulungan, D. A., Retnawati, H., & Jaedun, A. (2022). *Mathematical resilience*: How students survived in learning mathematics online during the Covid-19 pandemic. *Qualitative Research in Education*, 11(2), 151–179. http://dx.doi.org/10.17583/qre.9805
Putri, H. A. W., & Kusuma, A. B. (2025). Relevansi pandangan falibilisme dalam filsafat matematika terhadap pendidikan matematika abad ke-21. *Indo-MathEdu Intellectuals Journal*, 6(4), 5707–5715. http://doi.org/10.54373/imeij.v6i4.3566
Rahamanya, Z., & Darmawan, P. (2025). Analysis of thinking in solving *open-ended* problems on arithmetic sequences and series based on Polya's stages. *Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam*, 13(2), 117–150.
Rahayaan, M. (2021). Keyakinan epistemologi pembelajaran matematika pada peserta didik sekolah menengah: SMA Negeri 2 Maluku Tengah [Skripsi]. Institut Agama Islam Negeri (IAIN) Ambon.
Sartika, D., Suastra, I. W., Tika, I. N., Atmaja, A. W. T., & Syarifuddin. (2025). Filsafat postmodern dalam pembelajaran matematika: Paradigma kultural, pedagogik, dan teknologi. *JagoMIPA: Jurnal Pendidikan Matematika dan IPA*, 5(4), 1581–1591. https://doi.org/10.53299/jagomipa.v5i4.3507
Sadewo, Y. D., Purnasari, P. D., & Muslim, S. (2022). Filsafat matematika: Kedudukan, peran, dan perspektif permasalahan dalam pembelajaran matematika. *Inovasi Pembangunan: Jurnal Kelitbangan*, 10(1), 15–27.
Shopia, D. M., & Lestari, M. R. D. W. (2025). The role of *mathematical resilience* in critical thinking development under PBL models. *Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram*, 13(3), 533–545.
Sengul, O. (2024). Epistemological beliefs and classroom practices of experienced physics teachers: Are they related? *Frontiers in Education*, 9, 1362426.
Wiputra Cendena, W. C., Tamba, K. P., Kang, S. P., & Tunga, K. Y. (2026). Pre-service elementary mathematics teachers' noticing task design in video analysis. *Pi: Mathematics Education Journal*, 9(1), 85–96.
Zengin, A., & Akçakın, V. (2025). Mathematical resilience and mathematical modeling competency: Exploring the mediation effect of subjective academic well-being. *Journal of Pedagogical Research*, 9(4), 281–295. https://doi.org/10.33902/JPR.202536864
