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

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Impact of the Outdoor Mathematical Modelling Model Within Differentiated Learning on Students’ Mathematical Literacy Skills Safitri Fatima Ningsih; Sofnidar Sofnidar; Dewi Iriani
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 4 (2025): October - December 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i4.3926

Abstract

This study was motivated by the low mathematical literacy skills of students at SMP Negeri 17 Batanghari. Based on interview results, this condition occurs because the learning process is still teacher-centered and tends to be conventional, without considering differences in students' readiness and learning characteristics. One way to overcome this is by applying the outdoor modeling mathematics model combined with differentiated learning to accommodate differences in student abilities. This study aims to determine the effect of applying the outdoor modeling mathematics model in differentiated learning on students' mathematical literacy skills. This study uses an experimental design with a Posttest-Only Control Group Design. The research population consisted of all seventh-grade students at SMPN 17 Batanghari, comprising five classes. The research subjects involved three seventh-grade classes selected by simple random sampling. These were experiment class I, which applied the outdoor modeling mathematics model in differentiated learning; experiment class II, which applied the direct instruction model in differentiated learning; and the control class, which applied the direct instruction model. The instruments used in this study were a mathematical ability test, an observation sheet on the implementation of learning by teachers and students, and a posttest in the form of a student mathematical literacy test sheet. All instruments were validated through content validity by experts, namely mathematics education lecturers, to ensure the suitability of the instruments with mathematical literacy indicators and learning objectives. In addition, the test instruments were piloted on students with characteristics similar to the research subjects to obtain empirical validity using Product Moment correlation. The reliability of the test instruments was analyzed using Cronbach's Alpha coefficient so that the test instruments were declared reliable and suitable for use in the study. The analysis method applied was one-way ANOVA, followed by a post hoc Tukey test to process the data obtained. The research findings indicate that the use of the outdoor modeling mathematics model in differentiated learning is better at improving students' mathematical literacy skills, while the direct instruction model in differentiated learning does not show significant results when compared to the direct instruction model. In the three sample classes, the implementation of learning by teachers and students was very good. These findings recommend that mathematics teachers apply the outdoor modeling mathematics model in differentiated learning as an alternative to to improve their mathematical literacy skills.
Analysis of Students' Mathematical Literacy Skills after Participating in Differentiated Learning with the Outdoor Modeling Mathematics Model Nida Nur Halimah; Sofnidar Sofnidar; Khairul Anwar
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.v6i1.3929

Abstract

Students’ mathematical literacy remains a persistent challenge across educational levels and continues to be a critical concern in mathematics education. This condition suggests that existing learning practices are largely dominated by conventional instructional approaches that do not adequately accommodate students’ diverse learning needs and readiness levels. The study aimed to analyze the mathematical literacy abilities of Grade VII junior high school students after participating in differentiated outdoor mathematics learning on integer topics. A mixed-methods research design was employed. Quantitative data were collected from 25 students of Grade VII-B at SMP Negeri 17 Batanghari through the implementation of differentiated outdoor learning activities, supported by learning implementation observation sheets. Subsequently, qualitative data were gathered from six selected students to gain deeper insights into their mathematical literacy processes through analysis of test responses and semi-structured interviews. Mathematical literacy was assessed based on students’ performance on literacy-oriented test items and interview data. The results indicated that overall student completion reached 44%, with 20% of students categorized as having high mathematical literacy, 52% moderate literacy, and 28% low literacy. Further analysis based on students’ learning readiness showed that students with high readiness (S1KBT and S2KBT) achieved completion levels of 98.33% and 83.33%, respectively. Students with moderate readiness (S1KBS and S2KBS) attained 81.66% and 80%, while students with low readiness (S1KBR and S2KBR) reached 78.33% and 53.33%. These findings suggest that differentiated outdoor mathematics learning contributes to the development of students’ mathematical literacy across varying levels of learning readiness.
Mathematical Literacy in Statistics Following Differentiated Learning Using Outdoor Modeling Mathematics Kaivida Novi Yosita Aritonang; Sofnidar Sofnidar; Dewi Iriani
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.v6i1.3958

Abstract

Indonesia’s students continue to show low literacy and numeracy performance. In PISA, Indonesia ranked 68th out of 81 countries with a mathematics score of 379. This study describes eighth-grade students’ mathematical literacy in statistics after differentiated learning implemented through the Outdoor Modeling Mathematics (OMM) model. The study was conducted at SMPN 5 Pelepat Ilir in May 2025 using a qualitative descriptive design. Six students were selected purposively from a class of 33 based on learning readiness: high (S1KBT, S2KBT), moderate (S1KBS, S2KBS), and low (S1KBR, S2KBR). Data were collected through a mathematical literacy test and semi-structured interviews and were analyzed using three literacy processes: formulating situations mathematically, employing mathematical concepts, facts, procedures, and reasoning, and interpreting and evaluating mathematical results. The findings show that all six students met the three processes, indicating a high level of mathematical literacy after the intervention.
Application of Game-Based Outdoor Learning to Mathematical Spatial Ability Indah Nur Rohmah; Sofnidar Sofnidar; Khairul Anwar
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.v6i1.4390

Abstract

The majority of students have very low levels of spatial thinking ability. Spatial ability is essential for students to better understand geometry topics, particularly polyhedra (solid figures with flat faces). This condition is further exacerbated by the use of conventional mathematics teaching methods, which primarily focus on lectures, textbooks, and drill exercises. As a result, classroom learning often leads students to feel bored and less enthusiastic. To address this issue, the researcher implemented a game-based outdoor learning approach. Therefore, this study aims to examine the improvement in the mathematical spatial ability of ninth-grade students after the implementation of game-based outdoor learning. The research subjects were students of class IX B at one junior high school in Jambi City. This study employed a quantitative descriptive pre-experimental method, using a One-Group Pretest–Posttest Design, in which only one experimental class was given the treatment. To determine the level of improvement in students’ mathematical spatial ability, N-gain analysis was used. The N-gain value was calculated by comparing the difference between pretest and posttest scores, and the results were interpreted into high, moderate, or low improvement categories. Based on descriptive statistical analysis, the research data showed that the minimum student score was 20, the maximum score was 86.6, and the mean score of students’ mathematical spatial ability was 56.6357, with a standard deviation of 17.44458. Out of 28 students, 3 students showed a high improvement in spatial ability, 20 students showed moderate improvement, and 5 students showed low improvement. The implementation of game-based outdoor learning was found to enhance students’ spatial ability, particularly in the geometry of polyhedra, by integrating physical and collaborative activities to achieve enjoyable learning objectives.
Co-Authors Dewi Iriani Indah Nur Rohmah Kaivida Novi Yosita Aritonang Khairul Anwar Nida Nur Halimah Safitri Fatima Ningsih