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All Journal Mandalika Mathematics and Educations Journal Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Hutagalung, Lastri
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Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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Kendala dan Miskonsepsi Kognitif Siswa dalam Menyelesaikan Soal Geometri Tingkat Tinggi (HOTS) Hutagalung, Lastri; Ambarwati, Lukita; Sovia, Anny; Aziz, Tian Abdul; Hidajat, Flavia Aurelia
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10670

Abstract

This study aims to identify students’ misconceptions in solving Higher Order Thinking Skills (HOTS) geometry problems on plane figures. A descriptive qualitative approach using Cognitive Error Analysis was applied to the written responses of 10 eleventh-grade students in the Mathematics Cambridge Program. The validated instrument consisted of three HOTS essay items. Data were analyzed through error classification, mapping to HOTS levels (C4, C5, C6), and in-depth diagnosis of responses identified as misconceptions. The findings show that students’ main difficulties lie in the Analyzing stage (C4), which subsequently weakens their ability to evaluate and create strategies (C5–C6). Two dominant patterns emerged: misreading non-routine instructions and errors in fundamental geometric concepts, with several cases indicating independent weaknesses at C6. These results highlight the need to strengthen strategic analysis as the foundation for HOTS development. The study is limited by its small sample size and reliance on written data.
Psychometric Validity Analysis of Logical–Mathematical Intelligence Hutagalung, Lastri; Rahayu, Wardani; Hidayat, Flavia Aurelia
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.v5i4.2596

Abstract

This study is a validation and instrument-development research whose primary goal is to examine and ensure the psychometric quality of a Logical–Mathematical Intelligence (LMI) questionnaire for Senior High School students. LMI, as a fundamental aspect of scientific reasoning, requires a well-established measurement tool. The adapted instrument consists of 24 items using a five-point Likert scale and was constructed based on Gardner’s five core LMI dimensions (numerical ability, logical reasoning, problem solving, pattern recognition, and deductive/inductive thinking). Data were collected online from 317 high school students through convenience sampling. Analysis was performed using the Rasch Model (Winsteps 3.73). The results indicate that the instrument demonstrates adequate unidimensionality (raw variance explained 33.3%) and excellent reliability (Cronbach’s Alpha 0.89; Item Reliability 0.96). All items were found to be fit and functioning properly, with strong discriminative power (Item Separation 4.98), indicating that the instrument can classify item difficulty into seven distinct levels. These findings explicitly confirm that the adapted LMI questionnaire meets international psychometric standards and is valid for mapping the logical–mathematical reasoning abilities of high school students.
Co-Authors Anny Sovia Flavia Aurelia Hidajat, Flavia Aurelia Hidayat, Flavia Aurelia Lukita Ambarwati Tian Abdul Aziz Wardani Rahayu