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All Journal Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Depi Setialesmana
Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas Siliwangi
Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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Effect of Culturally Responsive Teaching through The Garut Dodol Context on Mathematical Problem-Solving Ability Serly Agustina Hendarman; Edi Hidayat; Depi Setialesmana
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 2 (2026): April - June 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i2.4780

Abstract

The low level of students’ mathematical problem solving ability remains a significant challenge in mathematics education, particularly when instructional processes are abstract and fail to connect mathematical concepts with cultural contexts relevant to students’ daily lives. In this regard, the traditional food Dodol Garut is utilized as an ethnomathematical context, as its production process involves sequential and interrelated stages that represent the concept of composite functions and align with students’ real-life experiences. This study aims to examine: (1) the effect of the Culturally Responsive Teaching (CRT) approach through the context of Dodol Garut on students’ mathematical problem solving ability, and (2) the percentage distribution of students’ mathematical problem solving ability across high, medium, and low categories after the implementation of the CRT approach.This research employed a quasi-experimental method with a Posttest-Only Control Group Design. The population consisted of eleventh-grade students at SMAN 18 Garut. Using cluster random sampling, two classes were selected: class XI-4 as the experimental group and class XI-5 as the control group. The research instrument was a mathematical problem-solving test based on the indicators proposed by Krulik and Rudnick, which had been validated in terms of content validity and reliability. Data were analyzed using the Shapiro–Wilk normality test, the Mann–Whitney U test, and effect size calculation. The results indicated a Z value of 2.149 with an effect size (η²) of 0.0624, which falls into the medium category. Descriptively, 67.57% of students were categorized as high, 29.73% as medium, and 2.70% as low in their mathematical problem solving ability. The novelty of this study lies in the integration of traditional food context within CRT-based mathematics learning. 
Analysis of Students' Mathematical Representation Ability in Terms of Adversity Quotient Tyas Rahayu Wijayani; Ipah Muzdalipah; Depi Setialesmana
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.3245

Abstract

This study aims to describe students' mathematical representation abilities in terms of Adversity Quotient (AQ). The study used a qualitative method with a descriptive approach. Four students of grade XI MIPA MA Serba Bakti were selected purposively based on the results of the AQ questionnaire to represent the categories of Climbers, Campers–Climbers, Campers, and Quitters–Campers. The research instruments were an AQ questionnaire, a mathematical representation ability test, and a validated interview. Data were analyzed using the Miles and Huberman model which includes data reduction, data presentation, and conclusion drawing. The results showed that the higher the AQ category, the more complete, detailed, and correct the mathematical representation produced. Conversely, the lower the AQ category, the mathematical representation tends to be incomplete, incoherent, or produce incorrect answers. This finding confirms the relationship between AQ and mathematical representation abilities. Theoretically, this study strengthens the study of the role of non-cognitive factors in mathematics learning, while pedagogically its implications encourage teachers to consider AQ factors in designing learning strategies.
Effectiveness of the Joyful Learning Model with Scratch-Assisted Learning Media on Students' Mathematical Literacy Natasya Putri Ardhiatul Al Rizky; Elis Nurhayati; Depi Setialesmana
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.3493

Abstract

This study was motivated by students’ mathematical literacy levels that have not yet met expected learning standards and by the limited use of interactive learning media in schools. In addition, studies that combine learning models and digital media to improve students’ mathematical literacy remain limited. This study aimed to examine the effectiveness of a joyful learning model supported by Scratch-based learning media in improving students’ mathematical literacy, as well as to describe students’ mathematical literacy performance, learning activities, and responses during the implementation. The study employed a one-shot case study experimental design. The population comprised all seventh-grade students at SMP Negeri 10 Tasikmalaya, and the sample was Class VII K (n = 32), selected through simple random sampling. Data were collected using a mathematical literacy test, a learning activity observation sheet, and a student response questionnaire. The data were analyzed using a binomial (proportion) test. The results indicated that the joyful learning model supported by Scratch-based media was effective for students’ mathematical literacy, with students’ mathematical literacy categorized as moderate (71.9%). Student learning activities were classified as very good, and students’ responses to the learning were very positive.
Analysis of Students’ Mathematical Semiotic Representation Ability in Terms of Self-Confidence Bella Putrie Andriani; Depi Setialesmana; Linda Herawati
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 3 (2026): July - September 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i3.5238

Abstract

Mathematical semiotic representation ability plays an important role in helping students understand and solve mathematical problems. However, differences in students' self-confidence may influence how they construct mathematical representations. This study aimed to analyze students' mathematical semiotic representation abilities in terms of high, medium, and low levels of self-confidence. This research employed a descriptive qualitative approach involving eighth-grade students of SMP Negeri 19 Tasikmalaya. Three students representing high, medium, and low levels of self-confidence were purposively selected based on the results of the self-confidence questionnaire, the mathematical semiotic representation ability test, and semi-structured interviews. The research instruments consisted of a self-confidence questionnaire and a mathematical semiotic representation ability test developed based on Peirce's semiotic indicators, namely iconic (visual representation), symbolic (the use of mathematical symbols and formulas), and indexical (explaining the relationship between the solution and the problem context). Data were collected through self-confidence questionnaires, written tests, and semi-structured interviews, then analyzed through data reduction, data display, and conclusion drawing. The findings showed that the student with high self-confidence was able to represent problem situations through appropriate visual representations (iconic), use mathematical symbols and formulas correctly to solve the problem (symbolic), and explain the relationship between the solution and the problem context logically (indexical). The student with medium self-confidence also demonstrated all three indicators but showed inaccuracies in calculations and hesitation when explaining the obtained results. Meanwhile, the student with low self-confidence was able to construct visual and symbolic representations but experienced difficulties in explaining the relationship between the obtained solution and the context of the problem, indicating that the indexical representation was not fully achieved.
Co-Authors Bella Putrie Andriani Edi Hidayat Elis Nurhayati Ipah Muzdalipah Linda Herawati Natasya Putri Ardhiatul Al Rizky Serly Agustina Hendarman Tyas Rahayu Wijayani