| Description: |
This study aims to obtain a comprehensive understanding of senior high school students’ productive disposition and basic mathematical ability in solving geometric problems. The research employed a qualitative approach involving three students selected purposively based on high, medium, and low levels of mathematical ability. Data were collected through a Basic Mathematics Ability Test, a productive disposition questionnaire, and geometry problem-solving tasks. Data analysis was conducted descriptively through coding, data condensation, data display, and conclusion drawing. The results indicate that students’ productive disposition develops progressively in line with their level of mathematical ability. High-ability students demonstrate reflective productive dispositions, adaptive perseverance, intrinsic motivation, and a strong orientation toward the thinking process. Students with medium mathematical ability exhibit situational productive dispositions that depend on external validation, whereas low-ability students display fragile, procedural, and outcome-oriented productive dispositions. These findings emphasize that success in solving geometric problems is determined not only by cognitive ability but also by productive disposition as a complementary affective factor. |