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All Journal Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Ratna Natalia Mendrofa
Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Nias
Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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The Role of Reflective Thinking in Enhancing Mathematical Problem-Solving Skills Valeria Zebua; Netti Kariani Mendrofa; Ratna Natalia Mendrofa; Sadiana Lase
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.v6i2.4815

Abstract

This study was motivated by preliminary findings suggesting that students' mathematical problem-solving skills were deficient. Students encountered challenges in comprehending problem material, formulating solution strategies, executing problem-solving procedures, and evaluating their responses. This study sought to elucidate the function of reflective thinking in enhancing students' mathematical problem-solving capabilities concerning matrices. A descriptive qualitative methodology was utilised, employing 22 eleventh-grade students as participants in the research. Data were gathered by observation, assessments, interviews, and documentation, and were analysed through data reduction, data presentation, and conclusion formulation. The results indicated disparities in students' mathematical problem-solving proficiency across four tiers: extremely high (3 students; mean score = 85.4), high (4 students; mean score = 68.2), moderate (7 students; mean score = 51.7), and low (8 students; mean score = 29.9). This study was prompted by initial observations suggesting that students' mathematical problem-solving skills were deficient. Students encountered challenges in comprehending problem material, formulating solution strategies, executing problem-solving procedures, and evaluating their responses. This study sought to elucidate the function of reflective thinking in enhancing students' mathematical problem-solving skills concerning matrices. A descriptive qualitative methodology was utilised, employing 22 eleventh-grade students as participants in the research. Data were gathered by observation, assessments, interviews, and documentation, then analysed through data reduction, data presentation, and conclusion formulation. The results indicated discrepancies in students' mathematical problem-solving capabilities across four tiers: very high (3 students; mean score = 85.4), high (4 students; mean score = 68.2), moderate (7 students; mean score = 51.7), and low (8 students; mean score = 29.9). Students possessing advanced reflective thinking skills demonstrated a profound understanding of problems, the capacity to identify suitable techniques, rectify errors, and articulate their thought processes eloquently and logically. The findings suggest that reflective thinking significantly enhances pupils' mathematical problem-solving skills. As students' reflective thinking skill increases, their capacity to comprehend challenges, devise and execute suitable techniques, and independently, critically, and systematically assess and enhance their solutions improves.
Development of Mathematics Learning Media Using Wordwall to Improve Students' Interest and Learning Outcomes Putra Mei Anugrah Halawa; Yakin Niat Telaumbanua; Ratna Natalia Mendrofa; Sadiana Lase
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 4 (2025): October - December 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i4.3816

Abstract

This study addresses the limited use of technology-based instructional media and insufficient instructional time in mathematics learning. It aims to develop and evaluate Wordwall-based learning media in terms of validity, practicality, and effectiveness in improving students’ learning interest and achievement. The study employed a Research and Development design using the ADDIE model up to the evaluation stage. Participants included 32 eighth-grade students from SMP Negeri 3 Huruna and one mathematics teacher. Data were collected through expert validation involving three validators, student and teacher response questionnaires, and learning achievement tests. Data analysis combined descriptive qualitative analysis with quantitative analysis using percentage scores and pretest–posttest comparisons. The findings indicate that the developed media is valid in terms of content, language, and visual design; highly practical, as reflected by positive responses from more than 90 percent of students and teachers; and effective in improving learning interest, with an average increase of 25 percent, as well as learning outcomes, with an N-gain of 0.62 in the medium–high category. The novelty of this study lies in positioning Wordwall not merely as a gamification tool, but as an interactive learning medium systematically integrated within the ADDIE instructional design framework for mathematics learning. Theoretically, this study strengthens evidence on the role of gamification within instructional design. Practically, it offers teachers a viable strategy to address time constraints while enhancing student engagement and learning outcomes.
Impact of the Auditory, Intellectually, and Repetition (AIR) Learning Model on Students’ Mathematical Critical Thinking Indah Natalia Harefa; Yakin Niat Telaumbanua; Ratna Natalia Mendrofa; Netti Kariani Mendrofa
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.v6i1.3818

Abstract

Critical thinking is an essential skill in 21st-century mathematics education; however, Indonesian students still demonstrate low achievement in this domain. Preliminary observations at SMP Negeri 8 Gunungsitoli revealed that students’ mathematical critical thinking skills were not yet optimal, partly due to the predominance of conventional instructional approaches. This study examined the effect of the Auditory, Intellectually, and Repetition (AIR) learning model on students’ mathematical critical thinking skills. A quasi-experimental method with a nonequivalent control group design was employed, involving 60 seventh-grade students divided into an experimental group (n = 30) and a control group (n = 30). The research instrument was an essay-based mathematical critical thinking test consisting of three items, which demonstrated logical and empirical validity and satisfactory reliability. The results indicated that both groups had relatively comparable low baseline performance. After the intervention, the experimental group achieved a mean score of 71.80 (high category), whereas the control group reached only 39.80 (low category). An independent-samples t-test showed that t = 10.683 exceeded ttable = 1.672 (p < 0.05), with a very large effect size (Cohen’s d = 2.76). Simple linear regression analysis indicated that the AIR model accounted for 88.6% of the variance in students’ mathematical critical thinking skills (R² = 0.886). These findings confirm that the AIR learning model effectively enhances mathematical critical thinking by engaging students in listening activities, reflective intellectual processing, and repeated practice. This study contributes theoretically to the development of higher-order thinking-oriented mathematics instruction and offers practical implications for teachers and policymakers in promoting interactive, student-centered learning models.
Analysis of Students’ Readiness to Prepare Research Reports in Research Methodology Courses Netti Kariani Mendrofa; Ratna Natalia Mendrofa
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.v6i1.4599

Abstract

Students’ ability to prepare research reports is an important academic competence that must be developed as part of scientific literacy in higher education. A research report not only serves as the final product of learning in a research methodology course, but also reflects students’ readiness to understand research concepts, apply methodological procedures, and communicate research findings in a systematic and academically acceptable manner. In practice, students’ readiness to prepare research reports varies, even after they have completed a Research Methodology course. This study aimed to describe students’ readiness to prepare research reports in a Research Methodology course in terms of five aspects: methodological understanding, technical writing skills, academic readiness, psychological readiness, and learning support. This study employed a descriptive quantitative design involving 35 fifth-semester students in the Mathematics Education program. Data were collected using a four-point Likert-scale questionnaire consisting of 21 items, distributed online via Google Forms. Data were analyzed descriptively by calculating mean scores and categorizing students’ readiness levels. The results showed that, overall, students’ readiness was at a moderate level across all measured aspects. Learning support obtained the highest mean score, whereas technical skills for preparing research reports received the lowest. These findings indicate that strong learning support is not yet fully matched by students’ internal readiness. Therefore, this study recommends strengthening Research Methodology instruction by placing greater emphasis on research report writing practice, staged exercises, and continuous feedback.
Co-Authors Indah Natalia Harefa Netti Kariani Mendrofa Putra Mei Anugrah Halawa Sadiana Lase Valeria Zebua Yakin Niat Telaumbanua