<![CDATA[This study aims to analyze the effect of applying the mathemagic in the joyful learning method on the cognitive learning outcomes of junior high school students based on higher-order thinking skills (HOTS). The research design used a pre-experimental One-Group Pretest-Posttest with a sample of 30 students of class VII G of SMPN 1 Situbondo. The Sample was selected by purposive sampling from a population of 155 students. The research instrument was a HOTS-based test with 10 essay questions that had been validated using Pearson's product-moment correlation and tested for reliability with Cronbach's alpha. Data were analyzed using descriptive statistics and inferential statistics in the form of Pearson product-moment correlation, simple linear regression, and t-test. The results showed a very strong relationship between the mathemagic method and students' cognitive learning outcomes (R = 0.974). The relationship between the two variables is a causal relationship with a contribution of 94.8%. The t-test proves that the contribution of the influence is significant, with a t-count value = 22.707 > t-table = 1.701, and a sig.t value of 0.000 < 0.05. Thus, it is proven that the application of mathemagic in the joyful learning method has a significant effect on the cognitive learning outcomes of junior high school students based on HOTS questions Keywords: Mathemagic Method, Joyful Learning, Cognitive Learning Outcomes, HOTS]]>
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