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All Journal KADIKMA HISTOGRAM: Jurnal Pendidikan Matematika BAREKENG: Jurnal Ilmu Matematika dan Terapan Journal of Honai Math JTAM (Jurnal Teori dan Aplikasi Matematika) Journal of Educational Research and Evaluation Jurnal Pendidikan Matematika (Jupitek) MAJAMATH: Jurnal Matematika dan Pendidikan Matematika Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Musamus Journal of Mathematics Education Equals : Jurnal Ilmiah Pendidikan Matematika JURNAL KOULUTUS Jurnal Magister Pendidikan Matematika (JUMADIKA) Asimetris: Pendidikan Matematika dan Sains Jurnal Pendidikan Matematika Unpatti Media Pendidikan Matematika
Natsir, Irmawaty
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Humanities Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Physics Public Health Social Sciences Transportation Other

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Predictive Analysis of Cognitive Style and Gender on Junior High School Students’ Mastery of the Pythagorean Theorem Nur'aini, Khumaeroh Dwi; Natsir, Irmawaty
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/mtx4w890

Abstract

This study investigates the predictive effect of gender and cognitive style on junior high school students’ mastery of the Pythagorean Theorem. A quantitative ex post facto design was applied to 71 eighth-grade students who had previously learned this topic. Mastery was measured using a five-item conceptual test, with a mastery threshold of 72% or higher, based on curriculum competency standards, expert judgment, and assessment guidelines. Gender (0 = female; 1 = male) and cognitive style (0 = FD; 1 = FI) were assessed using the Group Embedded Figures Test (GEFT). Binary logistic regression was employed. Model fit was satisfactory (Hosmer–Lemeshow p = .473), accuracy = 85.9%, and pseudo-R² (Nagelkerke) = 0.671. Cognitive style significantly predicted mastery (OR = 93.62, 95% CI = [10.64, 823.80], p < .001), while gender did not reach significance (OR = 4.12, 95% CI = [0.92, 18.42], p = .064). Findings highlight the need for adaptive learning strategies tailored to students’ cognitive style. Future studies should include additional predictors (e.g., motivation, instructional support) and apply calibration and cross-validation techniques to enhance prediction generalizability.
Co-Authors Andi Azizah Astika, Irma Laura Dadi, Oswaldus Darmo, Darmo Dian Mayasari Khuzaimmah, Rizky Rohmatul Lembang, Suri Toding Meirista, Etriana Muhamad Zainudin Munfarikhatin, Anis Nur?aini, Khumaeroh Dwi Nurhayati Nurhayati Purwanty, Ratna Sadrack Luden Pagiling Sugiyarti Sugiyarti, Sugiyarti Suryani, Dessy R. Suryani, Dessy Rizki Taufik, Abdul Rachman Wiwik Andriani Wiwik Andriani Yalunip, Leonila Corazonya Zulfiah, Mia