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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 25 Documents
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Search results for , issue "Vol. 6 No. 1 (2026): January - March 2026" : 25 Documents clear
Improving Students’ Mathematical Reasoning Ability through the Use of the Joyful Learning Model Assisted by GeoGebra Rahmawati, Silpa; Muzdalipah, Ipah; Muslim, Siska Ryane
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.1755

Abstract

The mathematics learning process in schools often faces challenges such as low student engagement, limited conceptual understanding, and the dominance of less interactive teaching approaches. These conditions hinder the development of higher-order thinking skills, particularly students’ mathematical reasoning ability. Therefore, innovative and technology-assisted learning models are required to improve the effectiveness of mathematics instruction. This study aims to examine the improvement of students’ mathematical reasoning ability through the implementation of the Joyful Learning model assisted by GeoGebra. The research employed an experimental method using a One Group Pretest–Posttest Design. The population consisted of all seventh-grade students of SMP 3 Al-Muhajirin, while the sample comprised 29 students from Class VII E selected using a simple random sampling technique. Data were collected using an essay-based test designed to measure mathematical reasoning ability and administered before and after the learning intervention. Statistical analysis was conducted using normality testing and the Wilcoxon signed-rank test with the support of IBM SPSS Statistics 24. The results indicate a statistically significant difference between pretest and posttest scores, showing an improvement in students’ mathematical reasoning ability after the implementation of the Joyful Learning model assisted by GeoGebra. This improvement reflects students’ enhanced ability to propose conjectures, identify patterns, apply mathematical manipulation, and draw logical conclusions. These findings suggest that the integration of the Joyful Learning model and GeoGebra is an effective instructional approach for fostering mathematical reasoning ability and creating a more engaging mathematics learning environment.
Impact of the Auditory, Intellectually, and Repetition (AIR) Learning Model on Students’ Mathematical Critical Thinking Harefa, Indah Natalia; Telaumbanua, Yakin Niat; Mendrofa, Ratna Natalia; Mendrofa, Netti Kariani
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.3818

Abstract

Critical thinking is an essential skill in 21st-century mathematics education; however, Indonesian students still demonstrate low achievement in this domain. Preliminary observations at SMP Negeri 8 Gunungsitoli revealed that students’ mathematical critical thinking skills were not yet optimal, partly due to the predominance of conventional instructional approaches. This study examined the effect of the Auditory, Intellectually, and Repetition (AIR) learning model on students’ mathematical critical thinking skills. A quasi-experimental method with a nonequivalent control group design was employed, involving 60 seventh-grade students divided into an experimental group (n = 30) and a control group (n = 30). The research instrument was an essay-based mathematical critical thinking test consisting of three items, which demonstrated logical and empirical validity and satisfactory reliability. The results indicated that both groups had relatively comparable low baseline performance. After the intervention, the experimental group achieved a mean score of 71.80 (high category), whereas the control group reached only 39.80 (low category). An independent-samples t-test showed that t = 10.683 exceeded ttable = 1.672 (p < 0.05), with a very large effect size (Cohen’s d = 2.76). Simple linear regression analysis indicated that the AIR model accounted for 88.6% of the variance in students’ mathematical critical thinking skills (R² = 0.886). These findings confirm that the AIR learning model effectively enhances mathematical critical thinking by engaging students in listening activities, reflective intellectual processing, and repeated practice. This study contributes theoretically to the development of higher-order thinking-oriented mathematics instruction and offers practical implications for teachers and policymakers in promoting interactive, student-centered learning models.
Analysis of Students' Mathematical Literacy Skills after Participating in Differentiated Learning with the Outdoor Modeling Mathematics Model Halimah, Nida Nur; Sofnidar, Sofnidar; Anwar, Khairul
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.3929

Abstract

Students’ mathematical literacy remains a persistent challenge across educational levels and continues to be a critical concern in mathematics education. This condition suggests that existing learning practices are largely dominated by conventional instructional approaches that do not adequately accommodate students’ diverse learning needs and readiness levels. The study aimed to analyze the mathematical literacy abilities of Grade VII junior high school students after participating in differentiated outdoor mathematics learning on integer topics. A mixed-methods research design was employed. Quantitative data were collected from 25 students of Grade VII-B at SMP Negeri 17 Batanghari through the implementation of differentiated outdoor learning activities, supported by learning implementation observation sheets. Subsequently, qualitative data were gathered from six selected students to gain deeper insights into their mathematical literacy processes through analysis of test responses and semi-structured interviews. Mathematical literacy was assessed based on students’ performance on literacy-oriented test items and interview data. The results indicated that overall student completion reached 44%, with 20% of students categorized as having high mathematical literacy, 52% moderate literacy, and 28% low literacy. Further analysis based on students’ learning readiness showed that students with high readiness (S1KBT and S2KBT) achieved completion levels of 98.33% and 83.33%, respectively. Students with moderate readiness (S1KBS and S2KBS) attained 81.66% and 80%, while students with low readiness (S1KBR and S2KBR) reached 78.33% and 53.33%. These findings suggest that differentiated outdoor mathematics learning contributes to the development of students’ mathematical literacy across varying levels of learning readiness.
Ethnomathematics Exploration of West Tulang Bawang Tikew Woven Hendriawati, Novellia; Lestari, Fitria; Noprisa, Noprisa
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.3981

Abstract

This study explores ethnomathematical elements embedded in Tikew weaving, a traditional craft of the Lampung culture. To date, no ethnomathematics research has specifically examined Tikew weaving in West Tulang Bawang, indicating a gap in the literature regarding the mathematical and cultural values inherent in this local practice. Therefore, this study aims to identify mathematical concepts from an ethnomathematical perspective and to examine the cultural values reflected in Tikew weaving. This research employed a qualitative ethnographic approach using a multidisciplinary perspective. Data were collected through observations, interviews, and documentation. The research instruments consisted of interview guidelines and observation protocols. Data analysis was conducted using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that Tikew weaving reflects Lampung cultural values while simultaneously exhibiting meaningful mathematical patterns, particularly geometric concepts. These concepts include plane geometry and three-dimensional forms manifested in the structural patterns of Tikew woven products. The results demonstrate that Tikew weaving can serve as a rich source of contextual mathematical ideas grounded in local culture. This study contributes to the enrichment of ethnomathematics literature by documenting mathematical concepts rooted in indigenous cultural practices. In addition, it supports cultural preservation and offers alternative instructional media for mathematics learning based on local culture. By integrating local cultural contexts, mathematics learning can become more meaningful, contextual, and engaging, while also fostering students’ appreciation of cultural heritage.
Application of Game-Based Outdoor Learning to Mathematical Spatial Ability Rohmah, Indah Nur; Sofnidar, Sofnidar; Anwar, Khairul
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.4390

Abstract

The majority of students have very low levels of spatial thinking ability. Spatial ability is essential for students to better understand geometry topics, particularly polyhedra (solid figures with flat faces). This condition is further exacerbated by the use of conventional mathematics teaching methods, which primarily focus on lectures, textbooks, and drill exercises. As a result, classroom learning often leads students to feel bored and less enthusiastic. To address this issue, the researcher implemented a game-based outdoor learning approach. Therefore, this study aims to examine the improvement in the mathematical spatial ability of ninth-grade students after the implementation of game-based outdoor learning. The research subjects were students of class IX B at one junior high school in Jambi City. This study employed a quantitative descriptive pre-experimental method, using a One-Group Pretest–Posttest Design, in which only one experimental class was given the treatment. To determine the level of improvement in students’ mathematical spatial ability, N-gain analysis was used. The N-gain value was calculated by comparing the difference between pretest and posttest scores, and the results were interpreted into high, moderate, or low improvement categories. Based on descriptive statistical analysis, the research data showed that the minimum student score was 20, the maximum score was 86.6, and the mean score of students’ mathematical spatial ability was 56.6357, with a standard deviation of 17.44458. Out of 28 students, 3 students showed a high improvement in spatial ability, 20 students showed moderate improvement, and 5 students showed low improvement. The implementation of game-based outdoor learning was found to enhance students’ spatial ability, particularly in the geometry of polyhedra, by integrating physical and collaborative activities to achieve enjoyable learning objectives.
Enhancing High School Students’ Critical Thinking through HOTS-Based Interactive E-Modules Bayu, Baiq Riska; Arvy, Baiq Rofina; Nasrullah, Ahmad
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.4492

Abstract

Critical thinking skills are a core competency in mathematics learning, particularly in addressing problems that require higher-level reasoning. However, empirical evidence indicates that students’ critical thinking skills remain relatively low, resulting in limited ability to analyze, evaluate, and draw conclusions when solving complex mathematical problems. This study aimed to examine the effect of using Higher-Order Thinking Skills (HOTS)-based interactive e-modules on students’ critical thinking skills in mathematics learning. A quantitative approach was employed using a pre-experimental one-group pretest–posttest design. The participants consisted of 31 tenth-grade students selected through a saturated sampling technique. The research instruments included observation sheets and a critical thinking skills test, both of which were validated by experts and met reliability criteria. Data were collected through the administration of pretests and posttests and analyzed using a paired-sample t-test to determine differences in students’ critical thinking skills before and after the intervention. The results indicate that students’ critical thinking skills prior to the implementation of the HOTS-based interactive e-modules were relatively low. Following the intervention, students’ critical thinking skills showed a significant improvement, as evidenced by higher posttest scores compared to pretest scores and a statistically significant paired-sample t-test result (p < 0.05). These findings demonstrate that HOTS-based interactive e-modules have a significant positive effect on improving students’ critical thinking skills in mathematics learning. Therefore, the use of HOTS-based interactive e-modules is recommended as an alternative instructional resource to support the development of students’ higher-order thinking skills.
Effects of Video-Assisted 5E Learning Cycle Instruction on Mathematical Literacy Stabita, Annisa; Herlina, Sari
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.2484

Abstract

This study aimed to examine the effect of a video-assisted 5E Learning Cycle model on Grade 11 students’ mathematical literacy at SMA Negeri 3 Siak Hulu. A quasi-experimental method with a nonequivalent control group design was employed. The study is timely in a global context, as mathematical literacy is widely recognized as a key 21st-century competency. The population comprised all Grade 11 students at SMA Negeri 3 Siak Hulu in the 2024/2025 academic year. Using purposive sampling, two intact classes were selected: Class XI.3 (n = 35) as the experimental group and Class XI.2 (n = 35) as the control group. Data were collected using pretest and posttest instruments and analyzed through descriptive and inferential statistics. The findings indicated a difference in the mean mathematical literacy scores between the experimental and control groups. Therefore, it can be concluded that video-assisted 5E Learning Cycle instruction had a significant effect on students’ mathematical literacy. This study contributes to the literature by providing evidence on the effectiveness of an innovative, video-supported instructional model and offers practical implications for implementing more effective and sustainable mathematics learning.
Analysis of Students' Mathematical Representation Ability in Terms of Adversity Quotient Wijayani, Tyas Rahayu; Muzdalipah, Ipah; Setialesmana, Depi
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.3245

Abstract

This study aims to describe students' mathematical representation abilities in terms of Adversity Quotient (AQ). The study used a qualitative method with a descriptive approach. Four students of grade XI MIPA MA Serba Bakti were selected purposively based on the results of the AQ questionnaire to represent the categories of Climbers, Campers–Climbers, Campers, and Quitters–Campers. The research instruments were an AQ questionnaire, a mathematical representation ability test, and a validated interview. Data were analyzed using the Miles and Huberman model which includes data reduction, data presentation, and conclusion drawing. The results showed that the higher the AQ category, the more complete, detailed, and correct the mathematical representation produced. Conversely, the lower the AQ category, the mathematical representation tends to be incomplete, incoherent, or produce incorrect answers. This finding confirms the relationship between AQ and mathematical representation abilities. Theoretically, this study strengthens the study of the role of non-cognitive factors in mathematics learning, while pedagogically its implications encourage teachers to consider AQ factors in designing learning strategies.
Development of Android-Based Interactive Learning Media to Facilitate the Flipped Classroom Learning Model Farhani , Vina Cahya; Santika, Satya; Mulyani, Eva
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.3281

Abstract

The urgency of developing learning media in the flipped classroom lies in the need for digital tools that can facilitate pre-class independent learning, as existing media are generally linear and lack interactivity. This study aims to develop interactive Android-based learning media called Math Venture Algebra to support ninth-grade junior high school algebra learning through the flipped classroom model. The development was carried out using an R&D approach based on the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), which is relevant because it provides a systematic process for designing interactive Android-based media. Data was collected through semi-structured interviews and questionnaires validated by two subject matter experts and two media experts, and tested on 30th grade students at Tasikmalaya State Junior High School 5. The instrument uses a Likert scale that has been tested for validity and reliability, while the data is analyzed descriptively. Math Venture Algebra media is designed with key features such as instructional videos, interactive exercises, quizzes, and adaptive navigation that support the pre-class flipped classroom phase, so that students can learn independently before face-to-face discussions. The results of the study show that this media is in the “highly feasible” category according to expert assessment, as well as “very practical” according to students with a practicality level of 87%. These findings confirm that Android-based interactive media integrated with the flipped classroom contributes to increased independence, engagement, and quality of mathematics learning, while enriching 21st-century technology-based educational practices.
Effectiveness of Problem-Based Learning with the Teaching at the Right Level Approach on Students' Mathematical Concepts Understanding Ability Juika, Juika; Dewi, Sinta Verawati; Heryani, Yeni
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.3379

Abstract

Mathematical concept comprehension ability reflects students' proficiency in restating mathematical ideas and applying them in various contexts. This study aims to describe the results of problem-based learning combined with the Teaching at the Right Level (TaRL) approach on the mathematical concept understanding ability of junior high school students. This research uses a quantitative method with a pre-experimental design of the One-Shot Case Study type. The research subjects are students from class VIII-K of SMP Negeri 8 Tasikmalaya, who were selected purposively. Data was collected through essay tests that had been validated for content and reliability. The analysis results show that the data is normally distributed and the obtained t-value is greater than the t-table value (3.534 > 1.697), indicating that problem-based learning with the TaRL approach yields learning outcomes that exceed the learning achievement criteria (KKTP). These findings indicate that an integrative problem-based learning model with TaRL has the potential to improve students' understanding of mathematical concepts across various ability levels.

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