This study aims to describe the relationship between mathematical disposition and students’ mathematical problem-solving ability in the topic of trigonometry. The research is grounded on the importance of integrating higher-order thinking skills and positive attitudes toward mathematics in 21st-century learning. A quantitative method with a correlational approach was employed. The research subjects consisted of 20 tenth-grade students from a Madrasah Aliyah in Cimahi City, selected through purposive sampling. The instruments used were a mathematical disposition questionnaire and contextual essay-based problem-solving tests in trigonometry. Data were analyzed descriptively and inferentially using the chi-square test. The results showed that the average students’ problem-solving ability was in the low category with a percentage of 36.09%, while their mathematical disposition was in the moderate category with a percentage of 62.40%. The chi-square test yielded a significance value of 0.757 (p > 0.05), indicating no significant relationship between mathematical disposition and mathematical problem-solving ability. This finding suggests that a positive attitude toward mathematics does not necessarily align with students' ability to solve trigonometric problems. Other factors such as conceptual understanding and learning experiences also play a crucial role. Therefore, mathematics instruction must be holistically designed to foster both cognitive and affective development, supporting students in becoming critical and reflective thinkers.
Ruqoyyah et al. (Sun,) studied this question.
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