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All Journal Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Poppy Rachman
Department of Mathematics Education Program, Faculty of General Education, Zainul Hasan Genggong Islamic University
Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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Effect of Canva Based Project Based Learning on Students’ Mathematical Thinking Skills Nur Afifah; Poppy Rachman; Athar Zaif Zairozie
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.v6i2.4944

Abstract

Mathematics instruction on plane figures often remains procedural and has not optimally developed students’ mathematical thinking skills, particularly reasoning, representation, and problem solving. This condition highlights the need for instructional innovation that encourages students to engage actively in constructing meaningful mathematical concepts. This study aimed to analyze the implementation of instruction and examine the effect of Canva-assisted Project-Based Learning (PjBL) on students’ mathematical thinking skills. A quantitative approach was employed using a quasi-experimental nonequivalent control group design. The participants were 40 seventh-grade students at MTs Nurul Hasan, consisting of an experimental group and a control group, with 20 students in each group. Data were collected through pretest-posttest assessments and classroom observations, and were analyzed using t-tests, N-gain, and effect size. The results showed that the implementation of the learning process was categorized as good. A significant difference was found between the experimental and control groups (p < 0.05). The average score of the experimental group increased from 47.00 to 84.25, with an N-gain of 0.70, which was categorized as high, and an effect size of 1.81, indicating a very large effect. These findings indicate that Canva-assisted Project-Based Learning has a strong effect on students’ mathematical thinking skills. The novelty of this study lies in positioning Canva as a medium for supporting concept construction within Project-Based Learning.
Effect of a Contextual Teaching and Learning Models Based on Islamic Boarding School Culture on Students' Understanding of Mathematical Concepts Firda Novita; Poppy Rachman; Athar Zaif Zairozie
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.v6i2.4950

Abstract

The purpose of this study is to analyze the impact of using a Contextual Teaching and Learning (CTL) model based on islamic boarding school culture on students’ understanding of mathematical concepts in the topic of arithmetic sequences and series. The study employed a quantitative approach using a quasi-experimental nonequivalent control group design. The research subjects consisted of 39 eleventh-grade students at MA Nurul Hasan Maron Probolinggo, selected using purposive sampling, comprising an experimental class and a control class. Data collection was conducted through pretests and posttests, then analyzed using descriptive statistics, normality tests, homogeneity tests, independent sample t-tests, N-gain, and effect size. The results showed a significant difference between the experimental and control classes, with a significance level of 0.000 < 0.05 and a t-value of -4.724. The average score of the experimental class increased from 49.75 to 80.00, while that of the control class increased from 41.05 to 64.47. The experimental class’s N-gain value of 0.60 (moderate category) was higher than the control class’s 0.40, supported by an effect size of 1.55 (large category). These findings indicate that CTL learning based on islamic boarding school culture makes a significant difference in improving students’ understanding of mathematical concepts. This study underscores the importance of integrating local cultural contexts as a meaningful and relevant source of learning that aligns with students’ experiences in mathematics education.
Co-Authors Athar Zaif Zairozie Firda Novita Nur Afifah