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All Journal Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Maulana Maulana
Elementary School Teacher Education Program, Sumedang Regional Campus, Universitas Pendidikan Indonesia
Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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Effect of Problem-Based Learning Supported by PLEXA Media on the Mathematical Creative Thinking Skills of Fifth-Grade Elementary School Students Rima Kusuma Dewi; Cucun Sunaengsih; Maulana Maulana
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.v6i3.5251

Abstract

The increasing complexity of 21st-century challenges requires students to develop creative thinking skills to generate solutions to everyday problems. However, prior studies indicate that students' mathematical creative thinking remains limited due to low interest in solving math problems, dependence on teacher-given examples, and minimal effort to explore alternative problem-solving strategies. This study examined the effect of PLEXA (Problem Explorer Data)-assisted Problem-Based Learning (PBL) on fifth-grade students' mathematical creative thinking skills, using a quasi-experimental design with three nonequivalent groups (pretest-posttest). The sample comprised 122 fifth-grade students from three A-accredited public elementary schools in Cimalaka Subdistrict, Sumedang Regency: Experimental Group I (PLEXA-assisted PBL, n=49), Experimental Group II (PBL without media, n=43), and a control group (conventional learning, n=30). The research instrument, a mathematical creative thinking test, was validated through limited (n=6) and broad (n=55) pilot tests; 12 of 13 items were valid (Cronbach's alpha = 0.906, very high reliability). Data were analyzed using Shapiro-Wilk, Levene's, t-test, Wilcoxon, N-Gain, Pearson, Spearman, coefficient of determination, and Kruskal-Wallis tests. Results showed PLEXA-assisted PBL had the largest effect on mathematical creative thinking (41.47%), followed by PBL without media (38.19%) and conventional learning (30.91%). PLEXA-assisted PBL therefore has a significant effect on fifth-grade students' mathematical creative thinking skills.
Effectiveness of PMRI Assisted by VERULI on Elementary School Students' Mathematical Problem-Solving Skills Aulia Khairunnisa Supardi; Maulana Maulana; Isrok'atun Isrok'atun
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.v6i3.5312

Abstract

Mathematical problem-solving is an essential competency, yet many elementary students struggle due to limited conceptual understanding and difficulty relating mathematics to real-life contexts. Therefore, more meaningful learning approaches and media are needed to support their understanding. This study aimed to analyze the effectiveness of the Indonesian Realistic Mathematics Education (PMRI) approach assisted by VERULI media (Liter Volume Conversion Space), which is a manipulative medium in the form of various bottle sizes used to concretely visualize the process of volume unit conversion, on the mathematical problem-solving skills of fourth-grade elementary school students. The study used a quasi-experimental method with a nonequivalent control group design. Participants were selected through purposive sampling, involving 101 fourth-grade students from three schools. Data were collected using problem-solving tests, learning observation sheets, and student response questionnaires, and analyzed using the Kruskal–Wallis test and N-Gain calculation. The results showed that there was no significant difference in mathematical problem-solving skills among the groups based on the Kruskal-Wallis test (p=0,069). Nevertheless, the group that received PMRI learning assisted by VERULI media demonstrated the highest improvement in skills with an N-Gain value of 0,4281 (moderate category), compared to the PMRI group at 0,3199 and the conventional learning group assisted by VERULI media at 0,4052. The observation results indicated that all stages of learning were implemented very well. Furthermore, student responses to the learning were classified as positive, with a percentage of 84% in the PMRI group assisted by VERULI media, 75% in the PMRI group, and 78% in the conventional group assisted by VERULI media. These findings indicated that the PMRI approach assisted by VERULI media was effective in improving students' mathematical problem-solving skills on the topic of volume unit conversion.
Effect of Differences in Learning Treatments on the Mathematical Representation Ability of Elementary School Students Vina Siti Nur Septiani; Maulana Maulana; Isrok'atun Isrok'atun
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.v6i3.5313

Abstract

Selecting an appropriate learning approach is important for developing students’ mathematical representation ability. This study aimed to examine and compare the effectiveness of three instructional treatments, namely the Realistic Mathematics Education (RME) approach integrated with the DASAFA (Dadu Sarapan Favorit) media, the RME approach without additional media, and the use of DASAFA media without the RME approach, in improving the mathematical representation ability of third-grade elementary school students on data presentation material. This study employed a quasi-experimental method with a nonequivalent pretest-posttest comparison-group design. The research subjects consisted of 115 students from four public elementary schools in North Sumedang District, divided into three experimental groups. The instruments used included a test measuring mathematical representation ability with a reliability of 0.923, as well as a learning interest questionnaire using a four-point Likert scale. Data analysis was conducted using the Kruskal-Walli’s test, N-Gain, and the coefficient of determination. The results showed significant differences in improvement among the three groups. The RME approach integrated with DASAFA media produced the greatest improvement, contributing 48.3% to students’ mathematical representation ability. The RME group contributed 38%, while the DASAFA media group contributed 15.4%. However, the DASAFA group achieved the highest visual representation score and the highest learning interest score of 87.03%. The findings suggest that integrating RME with contextual concrete media can support more meaningful mathematics learning, although students’ symbolic and verbal representation abilities still require further development.
Co-Authors Aulia Khairunnisa Supardi Cucun Sunaengsih Isrok'atun Isrok'atun Rima Kusuma Dewi Vina Siti Nur Septiani