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All Journal Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Baiq Rofina Arvy
Mathematics Education Study Program, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Mataram
Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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Effect of Using Geogebra-Based Interactive Media on Junior High School Students' Understanding of Geometry Concepts Adrian Maulana; Lalu Sucipto; Baiq Rofina Arvy
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.v6i2.5083

Abstract

Inovative and engaging learning media are needed to improve students’ participation and conceptual understanding, particularly using GeoGebra-based interactiv media. This research aimed to investigate the effec of GeoGebra-based interactiv media on students understanding of spatial geometry concept. The study employed aaquantitative method using a quasi-experimental approach with a pretest–posttestccontrol group design. The population consisted of allaeighth-grade student of SMPIT Jihadul Muslimin Batu Pengilik, East Lombok, in the 2025/2026 academic year. Samples were selecteduusing a cluster random sampling techniqe, with class VIII A assigned as theeexperimentaligroup and class VIII B assthe control group, each consisting of 20 students. The experimentallgroup received instruction throught GeoGebra-based interactive media, while the control group used PowerPoint media. The research instrument was a validated test of students understanding of spatial geometry concept. Data analysis was conducted using descriptive statistics, the Shapiro–Wilk normality test, Levene’s Test for homogeneity and the Independent Sample t-test with the assistance of SPSS 25. The findings revealed that the experimental group achieved an average posttest score of 83.70, while the control group obtained 75.90. Hypothesis testing produced a significanc value of 0.001 < 0.05, indicating that GeoGebra-based interactive media significantly affected students’ conceptual understanding. In addition, the pretest analysis showed no significan differenc between the two group (Sig. = 0.128 > 0.05), indicating relatively equivalent prior abilities. Effec size analysis using Cohen’s d showed aamoderate effec on the pretest (0.50) and a strong effect on the posttest (1.17). These results demonstrate that GeoGebra-based interactive media effectively improves students’ understanding of spatial geometry concepts through interactive and meaningful learning experiences.
Enhancing High School Students’ Critical Thinking through HOTS-Based Interactive E-Modules Baiq Riska Bayu; Baiq Rofina Arvy; Ahmad Nasrullah
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.v6i1.4492

Abstract

Critical thinking skills are a core competency in mathematics learning, particularly in addressing problems that require higher-level reasoning. However, empirical evidence indicates that students’ critical thinking skills remain relatively low, resulting in limited ability to analyze, evaluate, and draw conclusions when solving complex mathematical problems. This study aimed to examine the effect of using Higher-Order Thinking Skills (HOTS)-based interactive e-modules on students’ critical thinking skills in mathematics learning. A quantitative approach was employed using a pre-experimental one-group pretest–posttest design. The participants consisted of 31 tenth-grade students selected through a saturated sampling technique. The research instruments included observation sheets and a critical thinking skills test, both of which were validated by experts and met reliability criteria. Data were collected through the administration of pretests and posttests and analyzed using a paired-sample t-test to determine differences in students’ critical thinking skills before and after the intervention. The results indicate that students’ critical thinking skills prior to the implementation of the HOTS-based interactive e-modules were relatively low. Following the intervention, students’ critical thinking skills showed a significant improvement, as evidenced by higher posttest scores compared to pretest scores and a statistically significant paired-sample t-test result (p < 0.05). These findings demonstrate that HOTS-based interactive e-modules have a significant positive effect on improving students’ critical thinking skills in mathematics learning. Therefore, the use of HOTS-based interactive e-modules is recommended as an alternative instructional resource to support the development of students’ higher-order thinking skills.
Co-Authors Adrian Maulana Ahmad Nasrullah Baiq Riska Bayu Lalu Sucipto