Analysis of Students' Mathematical Thinking Skills in Trigonometry Learning through a Digital Worksheet Assisted by Virtual Reality

Nora Nurhalita (Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Sriwijaya)
Ely Susanti (Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Sriwijaya)
Meryansumayeka Meryansumayeka (Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Sriwijaya)

Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Vol. 6 No. 4 (2026): October - December 2026

Mathematical thinking skills are skills that students need to master, particularly in trigonometry. This study aims to analyze and describe students’ mathematical thinking skills in trigonometry learning through Digital Worksheet assisted by Virtual Reality. The method used was qualitative descriptive. The research subjects consisted of 32 tenth-grade students at SMA N 1 Belitang. The research procedure consisted of three stages: preparation, implementation, and the final stage. Data were collected through Digital Worksheet assisted by Virtual Reality, written tests, and interviews. Data analysis was conducted in three stages: data reduction, grouping the data based on four indicators of mathematical thinking skills, and presenting the data based on the Digital Worksheet assisted by Virtual Reality, written tests, and interviews, followed by drawing conclusions. The results of using a Digital Worksheet assisted by Virtual Reality in the specializing activity showed that students were able to identify and explain known and requested information. In the generalizing activity, students were able to transform contextual situations into right triangles. In the conjecturing activity, students were able to make conjectures about the appropriate trigonometric ratios to solve problems. In the convincing activity, students were able to prove their conjectures through calculations and draw conclusions. Based on the written test results and interviews, 14 students with very good skills were able to accurately meet all four indicators of mathematical thinking, 17 students with good skills were able to meet all four indicators although still some errors caused by rushing and a lack of attention to detail, and 1 student with fairly good skills was better able to demonstrate the specializing indicator but still experienced difficulties with the generalizing, conjecturing, and convincing indicators. The results of this study indicate that Digital Worksheet assisted by Virtual Reality in trigonometry learning to support students’ mathematical thinking skills.