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Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Published by Education and Talent Development Center Indonesia
ISSN : 27769984     EISSN : 27769704     DOI : 10.51574/kognitif
Core Subject : Science, Education, Social,
Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other
Tujuan dari jurnal ini adalah untuk mempublikasikan penelitian berkualitas tinggi di bidang pendidikan matematika yang berkaitan dengan Higher Order Thinking Skills (HOTS) termasuk berpikir kritis, berpikir kreatif, penalaran matematis, pemahaman matematis, dll. Kami juga meneima riset tentang pembelajaran dan pengajaran matematika di semua level, baik dalam pembelajaran formal maupun informal.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 35 Documents
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Search results for , issue "Vol. 5 No. 4 (2025): October - December 2025" : 35 Documents clear
Design and Development of Construct 2-Based Learning Media for Teaching Three-Dimensional Geometry Manaroinsong, Agnes Deviane; Domu, Ichdar; Laamena, Christina M.
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.v5i4.2344

Abstract

Game-based learning environments, in particular, offer enjoyable learning experiences while supporting the development of conceptual understanding. This study aims to develop and evaluate Construct 2–based learning media for teaching three-dimensional geometry in Grade 7. The research employed a Research and Development (R&D) design using the Akker model. Participants included media experts, material experts, and seventh-grade students from a public junior high school in Manado. The instruments used comprised expert validation sheets, student practicality questionnaires, and learning achievement tests. The development procedure involved identifying learning challenges related to students’ difficulties in visualizing geometric solids, designing the Construct 2 media, conducting expert validation, implementing one-to-one and small-group evaluations, and conducting a classroom field test. Data were analyzed descriptively to assess the validity, practicality, and effectiveness of the developed media. The findings indicate that the learning media achieved high validity based on evaluations from both media and material experts, high practicality based on students’ responses, and high effectiveness based on learning outcomes. The dynamic visualizations, interactive quizzes, and mobile accessibility offered by the media helped students overcome common difficulties in distinguishing and visualizing geometric solids and their nets. The novelty of this study lies in demonstrating the pedagogical value of Construct 2 not only as a feasible development tool but also as an effective instructional intervention. The study offers practical implications for educators seeking effective digital media for geometry instruction and provides a foundation for further innovation in game-based mathematics learning.
Implementation of the Numbered Heads Together Model Based on Problem Based Learning on Students’ Interest and Understanding of Mathematical Concepts Izza, Anisa Qarinatul; Mubarokah, Khofifah Indah; Pratama, Loviga Denny
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.v5i4.3312

Abstract

Mathematics is often perceived by students as a difficult and uninteresting subject, highlighting the need for a learning model that not only fosters interest but also strengthens conceptual understanding. Previous studies have shown a gap in the optimal integration of the cooperative Numbered Heads Together (NHT) model with the Problem Based Learning (PBL) approach, even though both have the potential to promote active engagement and stimulate critical thinking. This study aims to examine the effectiveness of implementing the PBL-based NHT model in improving students’ interest and conceptual understanding of mathematics among tenth-grade students at MA Zainul Hasan Genggong. The research was conducted through Classroom Action Research, combining quantitative data (tests and questionnaires) and qualitative data (observations and interviews). The participants consisted of 21 students. The instruments included a learning interest questionnaire, multiple-choice tests to assess conceptual understanding, observation sheets, and interview guidelines. The results indicate an increase in the average learning interest score from 61% (moderate category) to 73% (high category), and an improvement in conceptual understanding from an average of 42.86% in Cycle I to 82.61% in Cycle II. The qualitative data supported these findings, showing students’ more active involvement in discussions and problem-solving activities. Therefore, the integration of the NHT–PBL model proved effective in enhancing students’ interest and conceptual understanding. These findings recommend strengthening problem-based cooperative learning designs by considering aspects such as time allocation, topic selection, and students’ ability heterogeneity.
Enhancing Students’ Mathematics Learning Outcomes through Problem-Based Learning Pardede, Agnes Pesta Kristiani; Tuerah, Philotheus E.A.; Ermita, Ermita; Shidiq, Galih Albarra
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.v5i4.2975

Abstract

Low levels of student engagement and learning motivation have led to limited critical thinking skills, which in turn have affected students’ learning outcomes that remain below the Minimum Mastery Criteria (MMC). This study aims to determine whether students who received instruction through the Problem-Based Learning (PBL) model achieved higher mathematics learning outcomes than those taught using the conventional (lecture-based) model on the topic of Relations and Functions. This research employed a quasi-experimental method with a pretest–posttest control group design. Population consisted of eighth-grade students from SMP Negeri 3 Tondano, while the samples were class VIII-A (22 students) as the experimental group and class VIII-B (17 students) as the control group. The research instrument comprised written essay tests administered as pretests and posttests in both groups. Data were analyzed using inferential statistical procedures. Data were first tested for normality using the Liliefors test, followed by a homogeneity test (F-test). After both assumptions were met, an independent samples t-test (two-tailed) was performed to test the hypothesis. The results showed a statistically significant difference in mathematics learning outcomes between students who learned through the PBL model and those taught using the conventional lecture-based method. Therefore, it can be concluded that the implementation of the PBL model effectively enhances students’ mathematics learning outcomes on the topic of Relations and Functions, providing evidence that active, problem-oriented instruction can improve students’ conceptual understanding and achievement in mathematics.
Gender Differences in the Relationship Between Mathematical Disposition and Problem-Solving Skills Mubarokah, Hevi Haplatul; Dewi, Sinta Verawati; Depi Setialesmana
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.v5i4.3292

Abstract

Mathematical disposition, which encompasses students’ confidence, perseverance, curiosity, and appreciation toward mathematics, plays a significant role in shaping their approaches to problem-solving. This study aims to investigate gender-based differences in students’ mathematical disposition and problem-solving ability, and to analyze the overall relationship between these variables. A quantitative approach employing a comparative–correlational design was used. Following Yount’s sampling guideline, 10% of the population (comprising 39 seventh-grade students) was randomly selected through simple random sampling. Research instruments included a Likert-scale questionnaire to measure mathematical disposition and an essay-based test developed from the IDEAL problem-solving framework. Both instruments were previously validated and tested for reliability to ensure data accuracy. Data were analyzed using an independent-samples t-test and Spearman’s rank correlation. Results revealed no significant difference in mathematical disposition between male (M = 67.26) and female students (M = 65.65), t(37) = 0.553, p > 0.05. In contrast, a significant difference was found in problem-solving ability, with male students (M = 69.42) outperforming females (M = 56.70), t(37) = 2.77, p < 0.05. Moreover, a low positive correlation (ρ = 0.2172) was observed between mathematical disposition and problem-solving ability. These findings suggest that gender factors may influence students’ cognitive and affective engagement in mathematical problem-solving. The study contributes to the growing body of research on mathematics education by emphasizing the importance of integrating affective and cognitive dimensions in designing more personalized and effective teaching practices
Critical Thinking in Arithmetic: Insights from Qur’an-Memorizing Students Muhammad, Rosida Rakhmawati; Hanifah, Banar; Azzahra, Siti; Fahmoza, Siti Hanny; Anggoro , Bambang Sri
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.v5i4.2341

Abstract

This study aims to examine the categories of Qur’an-memorizing students in relation to their critical thinking ability when solving Higher-Order Thinking Skills (HOTS) problems, particularly in arithmetic. The significance of this research lies in understanding the relationship between Qur’an memorization—an activity that strengthens memory capacity—and students’ critical thinking skills, which are essential for solving complex mathematical problems. This study explores whether Qur’an memorization can support the development of higher-order skills such as analysis and evaluation, which are crucial in mathematics learning. A descriptive qualitative approach was employed using HOTS test items and semi-structured interviews as instruments for data collection. Thematic analysis was applied to identify possible relationships among students’ critical thinking ability, arithmetic problem-solving performance, and Qur’an memorization practices. The findings revealed that students in the high Qur’an memorization category exhibited less consistent performance in solving HOTS problems compared to those in the moderate and low categories. This suggests that while Qur’an memorization may enhance certain aspects of critical thinking, it does not necessarily guarantee proficiency in solving higher-order mathematical problems. The study provides new insights into how faith-based learning practices may influence students’ cognitive development in mathematics and contribute to a broader understanding of the interaction between religious education and higher-order cognitive skills.
Designing a Pre-Calculus Learning Module for Pre-Service Mathematics Teachers through the Hypothetical Learning Trajectory Approach Azizah, Ulfah Nur; Ulfa, Nadia; Putri, Nurmala Setianing
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.v5i4.3629

Abstract

The study identified several learning obstacles (LO) experienced by students in Calculus I, particularly misconceptions related to algebraic concepts, graphical representations of functions, absolute values, inequalities, exponents, logarithms, and trigonometry. These obstacles negatively affect students’ conceptual readiness for learning Calculus. This study aims to develop an HLT-based pre-calculus module for 41 prospective mathematics teachers at a state university in Indonesia. The instruments included a diagnostic test, interview guidelines, and expert validation forms for the module. Data were collected through literature review, analysis of learning obstacles based on diagnostic test and interview results, and expert validation of the module. The pre-calculus module was developed using the 4D model (Define, Design, Develop, Disseminate), and the data were analyzed using a descriptive qualitative approach. Expert validation results indicated that the module’s content, language, and presentation achieved validity scores above 80% across all aspects. Considering the effectiveness of the HLT framework, the module is expected to support scaffolding, reduce misconceptions, and map students’ conceptual thinking trajectories. Furthermore, it is expected to serve as an independent learning resource that supports a logical transition from algebraic prerequisites to Calculus I concepts.
Students' Errors in Solving PISA-Based Mathematical Problems Viewed from Cognitive Style Rum, Ahbi Mahdianing
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.v5i4.3690

Abstract

Students’ mathematical literacy is influenced by cognitive style which refers to individual variations in processing different subcomponents for the three main categories of cognitive processes which is perception, memory, and cognition. The difference of students’ characteristic in processing the information affects how they solve the question. This study aims to identify students' errors in solving PISA-based mathematical problems based on Newman's theory. This study used case study method which was carried out in one of the junior high schools in North Bengkulu Regency, Bengkulu Province, involving 32 students of class 8th in the 2022/2023 academic year who had studied number pattern. The subjects in this research were chosen purposively, there were 3 Field Dependent (FD) students namely LFD, MFD, and HFD. Data in the research were collected using the Group Embedded Figure Test, mathematical literacy tests which is developed according PISA-based level, and interviews. The result showed that when solving problems, earlier stage of error affected another error which led to a incorrect sollution. According to newman errors, the dominant errors experienced by LFD student when solving mathematical literacy problems were comprehension errors, process skill errors, and encoding errors. The dominant errors experienced by MFD students were transformation errors and encoding errors. Furthermore, the dominant errors experienced by HFD students were comprehension errors and transformation errors.
Relevant Learning Media to Improve Mathematics Learning Outcomes Algebraic Topics and Pythagorean Theorems: A Literature Study Meilina, Dika Dwi; Hidayati, Diah Nur; Jailani, Jailani; Setyaningrum, Wahyu
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.v5i4.3774

Abstract

Mathematics learning media is a tool that is used to convey mathematics material so as to make abstract material more concrete and easily understood by students. This article aims to find out the suitable learning media applied to the mathematics subject of Algebra and the Pythagorean theorem. This research method uses descriptive qualitative research with a literature study approach to analyze various literature sources related to mathematics learning media. Based on the results of searches that have been conducted by the author through scopus, scient direct, sinta 1 and 2 in 2020 to 2024, 10 articles are obtained that are suitable for learning media for Algebra and the Pythagorean theorem. The results showed that non-digital based learning media is very minimal in application. While learning media that are currently widely used are digital-based learning media. Digital-based learning is used by utilizing android and website. In utilizing android, there are several that are used, namely Edmodo, Algebra Adventure Media, and OBAR. On the utilization of the website there are also several that are used, namely Google Sites, Multimedia Learning, Macromedia Flash 8, Articulate Storyline, Adobe Animate CC (OPERAL), and Almath Game
Investigating Students’ Mathematical Problem-Solving Abilities in the Context of Social Arithmetic through the Lens of Learning Styles Andriani, Susi; Ermika, Tia; Izzati, Nur; Putri, Alyana Rahmadani; Mardani, Hesti Setyo
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.v5i4.3636

Abstract

This study investigates how students solve mathematical problems in social arithmetic and examines the influence of different learning styles on their problem-solving performance. Although mathematical problem solving has been widely studied, limited attention has been given to how students’ learning styles interact with specific domains such as social arithmetic, which requires both conceptual understanding and procedural fluency. The study involved 20 seventh-grade students from SMPN 013 Satu Atap Bukit Bestari, Indonesia, and employed a qualitative descriptive design. Three instruments were used: a learning style questionnaire to categorize students into visual, auditory, and kinesthetic groups; a written test structured according to Polya’s four stages of problem solving; and semi-structured interviews to explore students’ reasoning processes in each stage. The findings showed that kinesthetic learners achieved the highest results across all indicators of problem solving. Auditory learners were proficient in understanding problems and planning strategies but struggled with evaluating their answers, while visual learners displayed strong initial comprehension but faced challenges in developing and implementing solution plans. Classroom elements such as group discussions and oral presentations were found to enhance engagement, particularly for kinesthetic learners. Overall, the study highlights the importance of aligning instructional approaches with students’ learning styles to improve mathematics learning outcomes. These results provide empirical support for differentiated instruction in mathematics, especially for context-based topics like social arithmetic that remain underexplored in current learning styles research.
Development of Learning Materials Based on the MURDER Collaborative Learning Model to Enhance Students’ Conceptual Understanding of Mathematics Rahmayani, Sri; Afnaria, Afnaria; Azis, Zainal
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.v5i4.2422

Abstract

The low level of students’ conceptual understanding in mathematics highlights the need for innovative and structured learning approaches. This study aims to develop mathematics learning materials based on the MURDER collaborative learning model (Mood, Understand, Recall, Digest, Expand, and Review) to enhance students’ conceptual understanding. The research employed a Research and Development (R&D) design involving expert validation, limited trials, and classroom implementation to evaluate the validity, practicality, and effectiveness of the developed module. The model helps students recall and comprehend mathematical concepts more effectively, supporting both teaching and learning processes in the classroom. The product was validated by three expert groups. Content validation produced an average score of 88.2%, media validation 92.5%, and language validation 85.5%, with an overall mean of 88.7%, indicating that the module is highly feasible. Practicality testing, based on student response questionnaires, yielded an average score of 82%, classified as highly practical. Effectiveness testing in a Grade 10 science class involving 30 students resulted in a mean score of 83.6%, categorized as highly effective. Furthermore, the N-Gain value of 0.81demonstrates a high improvement in students’ conceptual understanding after using the module. These results confirm that the MURDER-based mathematics learning module is valid, practical, and effective for improving students’ conceptual understanding, particularly in learning the sine and cosine rules. The developed module can serve as a reference for schools and educators seeking to implement collaborative and conceptually oriented mathematics learning.

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