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

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Realistic Mathematics Education (RME) Approach Assisted by Kahoot to Enhance Understanding of Mathematical Concepts Elwi Nuraeni; Vepi Apiati; Elis Nurhayati
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.v6i2.5056

Abstract

This study was motivated by the low level of students’ understanding of mathematical concepts, particularly in algebra learning, where students tend to memorize procedures without fully understanding the underlying concepts. Although the Realistic Mathematics Education (RME) approach has been widely implemented to support contextual learning, its application often lacks interactive media that can enhance students’ engagement and participation. The objectives of this study were: (1) to examine whether students who learned through the Kahoot-assisted RME approach achieved better improvement in mathematical conceptual understanding than those who learned through RME without Kahoot, and (2) to determine the magnitude of the effect of Kahoot integration within the RME approach. This study employed a quasi-experimental method with a nonequivalent control group design. The participants were seventh-grade students of SMP Negeri 14 Tasikmalaya, consisting of 26 students in the experimental class and 24 students in the control class. The learning topic focused on algebra. Data were collected through pretest and posttest conceptual understanding tests and analyzed using N-Gain analysis, Independent Sample t-test, and Cohen’s d effect size analysis. The results showed that students who learned through the Kahoot-assisted RME approach demonstrated greater improvement in mathematical conceptual understanding compared to students who learned through RME without Kahoot. The hypothesis test indicated a significance value of 0.009 (< 0.05). In addition, the experimental class achieved a higher average N-Gain score, while the effect size result of 0.696 indicated a medium effect category. The novelty of this study lies in the structured integration of Kahoot as an interactive formative assessment and gamification tool within each stage of the RME learning process on algebra material.
Development of Assessment-Oriented E-LKPD Media for Learning to Train Mathematical Problem-Solving Skills Dadan Ramdani; Vepi Apiati; Depi Ardian Nugraha
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.v6i1.3617

Abstract

Students limited mathematical problem-solving ability is often related to the lack of learning media that can provide continuous feedback throughout the thinking process. This study addresses that gap by developing an electronic student worksheet (E-LKPD) based on Assessment for Learning (AfL) for one-variable linear inequalities. The novelty of this study lies in integrating AfL principles with an automated feedback system that supports reflection, enables students to identify errors, and helps them overcome difficulties independently. This feature distinguishes the product from conventional E-LKPDs, which generally do not provide structured and continuous feedback. The study used a research and development approach with the PPE model, consisting of Planning, Production, and Evaluation. Planning involved needs and curriculum analysis, Production covered storyboard design and product development using wizer.me, and Evaluation included expert validation and field trials. The participants in the implementation stage were 30 eighth-grade students of SMPN 4 Tasikmalaya. The instruments included validation questionnaires, student response questionnaires to assess practicality, and a test of mathematical problem-solving ability to measure effectiveness. Data were analyzed quantitatively and qualitatively using Aiken’s V, percentages, mean scores, N-gain, and Cohen’s d. The results showed that the developed E-LKPD was valid, with Aiken’s V scores of 0.91 from media experts and 0.92 from material experts. The media was also effective in improving students’ mathematical problem-solving ability, as indicated by a medium N-gain of 0.35 and a large effect size of 3.63. These findings indicate that AfL-based E-LKPD is feasible, practical, and effective for supporting mathematics learning in digital environments.
Co-Authors Dadan Ramdani Depi Ardian Nugraha Elis Nurhayati Elwi Nuraeni