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All Journal Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Redi Hermanto
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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Development of Realistic Mathematics Education (RME) Based Student Worksheets to Facilitate Junior High School Students' Mathematical Reasoning Ability Tiara Az Zahra; Redi Hermanto; Dedi Nurjamil
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.v6i2.5154

Abstract

Junior high school students' mathematical reasoning ability still needs improvement, particularly in presenting mathematical information, formulating conjectures, applying concepts logically, evaluating the validity of arguments, and drawing conclusions. Therefore, this study aimed to develop a Realistic Mathematics Education (RME)-based Student Worksheet (SW) on statistics for eighth-grade junior high school students that is valid, practical, and limitedly effective in facilitating students' mathematical reasoning ability. This study employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research participants included two material experts, two media experts, 10 students in a small-group trial, and 25 eighth-grade students of SMP Negeri 13 Tasikmalaya in a field trial. Data were collected through interviews, validation sheets, student response questionnaires, and mathematical reasoning ability tests. The data were analyzed using descriptive quantitative and qualitative techniques. The results showed that the developed worksheet achieved a validity score of 88% from material experts and 95% from media experts, both categorized as highly valid. The practicality test indicated a student response rate of 91.5%, categorized as highly practical. The product's effectiveness was evaluated on a limited basis through a mathematical reasoning ability test, which showed a classical mastery level of 80%. These findings indicate that the RME-based Student Worksheet can facilitate students' mathematical reasoning ability in learning statistics. Therefore, the developed worksheet is feasible to be used as an alternative teaching material that supports contextual and student-centered mathematics learning.
Effect of the Teaching at the Right Level Approach on Students' Mathematical Problem-Solving Ability Rika Kamelia Sartika; Ike Natalliasari; Redi Hermanto
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.v6i3.5299

Abstract

Mathematical problem-solving ability is an essential competency in mathematics learning because it enables students to understand, analyze, and solve problems systematically. However, students' mathematical problem-solving ability remains relatively low, necessitating a learning approach capable of accommodating differences in students' abilities through instruction tailored to their initial ability levels. The Teaching at the Right Level (TaRL) approach enables learning to be adapted to students' initial ability levels, thereby potentially improving mathematical problem-solving ability. This study aims to determine the effect of implementing the Teaching at the Right Level approach on mathematical problem-solving ability in the topic of linear equations. The research employed a quantitative method with a posttest-only control group design. The population of this study consisted of all eighth-grade students of SMP Negeri 15 Tasikmalaya in the 2025/2026 academic year. The research sample was selected using a cluster random sampling technique, resulting in class VIII-F as the experimental group, consisting of 33 students, and class VIII-E as the control group, consisting of 33 students. The experimental group received learning treatment using the Teaching at the Right Level approach, while the control group used the Scientific approach. Data were collected using a mathematical problem-solving ability test consisting of three essay items on the topic of linear equations, which had met the validity and reliability requirements. The data analysis techniques used included the normality test, homogeneity test, and hypothesis testing using the Independent Sample t-Test. The results showed a significant difference in mathematical problem-solving ability between students taught using the TaRL approach and those taught using the Scientific approach (t = 4.627, p value < 0.05). Thus, the implementation of learning using the Teaching at the Right Level approach had a positive effect on students' mathematical problem-solving ability (Cohen's d = 1.14).
Co-Authors Dedi Nurjamil Ike Natalliasari Rika Kamelia Sartika Tiara Az Zahra