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All Journal Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Isrok'atun Isrok'atun
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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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.
Effect of 3D Unit Cube Board Media on Students’ Understanding of the Concepts of the Volume of a Cube and a Rectangular Prism Desi Ayu Lestari; Isrok'atun Isrok'atun; Aah Ahmad Syahid
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.v6i3.5354

Abstract

Elementary school students still struggle to understand the concepts of the volume of a cube and a rectangular prism due to the abstract nature of these concepts and the lack of concrete learning materials. This study aims to analyze the effect of 3D unit cube boards on students’ understanding of the concepts of the volume of a cube and a rectangular prism, the effect of conventional media in the form of instructional videos, and the differences in the effects between these two types of media. The study employed a quantitative approach using a quasi-experimental method and a nonequivalent control group design. The sample consisted of 67 fourth-grade elementary school students in Cisitu Subdistrict, Sumedang Regency, comprising 30 students in the experimental class and 37 students in the control class. Data were collected using a conceptual understanding test consisting of 6 complex multiple-choice items and 8 essay items that measured students’ ability to interpret, provide examples, classify, summarize, conclude, compare, and explain the concept of volume. Data analysis was conducted using the Wilcoxon test, the Mann-Whitney test, and N-Gain analysis. The results of the Wilcoxon test showed that there was a significant increase in conceptual understanding in both the experimental and control classes (p = 0,000 < 0.05). The results of the Mann-Whitney test showed a significant difference in effect between the two groups (p = 0,002 < 0,05). The N-Gain analysis showed an average increase of 0,40 in the experimental class, which falls into the moderate category, while the control class showed an increase of 0,24, which falls into the low category. These findings indicate that the use of unit cube 3D board media results in a higher improvement in conceptual understanding compared to conventional media in the form of instructional videos. Therefore, unit cube 3D board media can be recommended as an alternative learning medium for teaching the volume of cubes and rectangular prisms in elementary school.
Effect of Problem-Based Learning Approach Assisted by GEO-KODE on Understanding the Mathematical Concepts of Composition and Decomposition of Plane Shapes Gina Dwi Arista; Isrok&#039;atun Isrok&#039;atun; Ani Nur Aeni
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.v6i3.5358

Abstract

Abstract Students’ limited understanding of mathematical concepts may hinder their ability to solve problems requiring analysis of relationships among concepts. This study examined the effectiveness of Problem-Based Learning (PBL) supported by GEO-KODE (Geometry-Composition Decomposition), an interactive learning medium designed to help students visualize the composition and decomposition of plane figures. A quantitative quasi-experimental method with a nonequivalent control group design was employed. The participants were 61 fourth-grade students selected through purposive sampling. The experimental group consisted of 31 students from Cijambe II Public Elementary School, while the control group included 30 students from Sukamulya Public Elementary School. Data were collected using a mathematical concept understanding test consisting of 15 valid items with high reliability. Data analysis included tests of normality, differences in mean scores, and normalized gain (N-Gain). The experimental group’s mean score increased from 31.55 on the pretest to 74.97 on the posttest, whereas the control group’s mean score increased from 38.83 to 51.77. A significant difference in posttest performance was found between the two groups (p < .001). The N-Gain analysis also showed a significant difference in improvement between the experimental and control groups (p < .001). These findings indicate that students who learned through PBL supported by GEO-KODE demonstrated greater improvement in mathematical concept understanding than those who received conventional instruction. The results suggest that integrating problem-based activities with interactive visual media can support fourth-grade students in understanding the composition and decomposition of plane figures, particularly by making relationships among component shapes more explicit during classroom problem solving.
Effect of The RME Approach Assisted by the Change-It! Media on Students' Mathematical Representation Abilities Wulandari Wulandari; Isrok&#039;atun Isrok&#039;atun; Ani Nur Aeni
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.v6i3.5359

Abstract

This study aims to analyze the effect of the RME approach assisted by Change-It! media on the mathematical representation ability of fourth-grade students. The RME approach was chosen because it provides opportunities for students to build their own mathematical understanding through situations close to their lives, while the Change-It! media is used to help students transform concrete data into various forms of representation. This study uses a quantitative and quasi-experimental approach as its research method. The design used is a nonequivalent control group design and the sampling technique used is purposive sampling. The population in this study were all fourth-grade students in Cimalaka District with the selected samples being Mandalaherang I Elementary School as the experimental class and Cimalaka III Elementary School as the control class. The instrument used was a mathematical representation ability test. The results of this study are that the RME approach assisted by Change-It! media has a significant effect on the mathematical representation ability of fourth-grade students.This is proven by the results of statistical data tests,The average final mathematical representation ability of students after being given the Change-It! media-assisted RME approach was 69.74 with an N-Gain value of 0.55, which is included in the medium category of improvement and the effect of the Change-It! media-assisted RME approach on mathematical representation ability is 54.76%. Meanwhile, the average final mathematical representation ability of students after being given the conventional approach was 48.95 with an N-Gain value of 0.27, which is included in the low category of improvement and the effect of the conventional approach on students' mathematical representation ability is 78%. It is concluded that there is a difference in the influence between the Change-It! media-assisted RME approach and the conventional approach on the mathematical representation ability of fourth-grade students on pictogram material.
Co-Authors Aah Ahmad Syahid Ani Nur Aeni Aulia Khairunnisa Supardi Desi Ayu Lestari Gina Dwi Arista Maulana Maulana Vina Siti Nur Septiani Wulandari Wulandari