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All Journal Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Yeni Heryani
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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Analysis of Students’ Mathematical Problem-Solving Ability Reviewed from Systematic and Intuitive Cognitive Styles Neng Yulianti; Linda Herawati; Yeni Heryani
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.v6i2.5043

Abstract

This study aims to describe students’ mathematical problem-solving abilities based on systematic and intuitive cognitive styles using a qualitative descriptive approach. The participants consisted of four seventh-grade students of Class VIIB at SMP Negeri 21 Tasikmalaya, including two students with a systematic cognitive style and two students with an intuitive cognitive style, selected through purposive sampling based on the results of the Cognitive Style Inventory (CSI) questionnaire. Data were collected through questionnaires, mathematical problem-solving tests based on Polya’s stages, and interviews, then analyzed through data reduction, data display, and conclusion drawing. The findings showed that students with a systematic cognitive style tended to solve problems in a structured, sequential, and careful manner, whereas students with an intuitive cognitive style tended to solve problems more quickly and spontaneously by relying on direct understanding and prior experience in determining solution strategies.These findings indicate that cognitive style plays an important role in shaping how students interpret problems, select strategies, and evaluate solutions in mathematical problem-solving.
Effect of GeoGebra-Assisted Discovery Learning on Junior High School Students’ Conceptual Understanding of Straight-Line Equations Rahmi Lestari; Yeni Heryani; Ike Natalliasari
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.v6i3.5373

Abstract

Developing conceptual understanding remains a central challenge in mathematics education, particularly when students rely on procedural formulas without understanding the relationships among mathematical representations. This study examined whether GeoGebra-assisted discovery learning was associated with higher conceptual understanding of straight-line equations among eighth-grade students. A quasi-experimental posttest-only control-group design was employed involving 60 students from SMP Negeri 14 Tasikmalaya, Indonesia, assigned to an experimental class 30 students and a control class 30 students. The experimental group received GeoGebra-assisted discovery learning, whereas the control group received without GeoGebra-assisted discovery learning. Students’ conceptual understanding was assessed using a validated 5-item open-ended test. Data were analyzed using descriptive statistics and an independent-samples t-test, complemented by Cohen’s d to estimate the magnitude of the between-group difference. The experimental group obtained a higher mean posttest score (M = 11.10) than the control group (M = 8.47), and the difference was statistically significant (p = .003). The standardized mean difference was d = 0.79, indicating a substantial advantage for students who participated in GeoGebra-assisted discovery learning. Within the experimental group, 16.67% of students were classified as having high conceptual understanding, 70.00% moderate understanding, and 13.33% low understanding. These findings suggest that integrating dynamic GeoGebra representations into discovery-oriented activities can support students’ conceptual understanding of straight-line equations. The study provides empirical evidence for the instructional value of combining guided mathematical discovery with dynamic representations in junior high school mathematics
Co-Authors Ike Natalliasari Linda Herawati Neng Yulianti Rahmi Lestari