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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 561 Documents
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Effectiveness of the Teams Games Tournament (TGT) Cooperative Learning Model on Students’ Mathematics Achievement Karina, Lira; Runtu, Patricia V.J; Maukar, Marvel Grace
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 3 (2025): July - September 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i3.3457

Abstract

Students’ limited mastery of algebra remains a persistent obstacle in achieving the expected mathematics competencies. At MTs Negeri 1 Manado, instruction is still dominated by teacher-centered lectures, which often lead to passive learning behavior, declining motivation, and difficulties in understanding mathematical concepts. This study was conducted to examine the effectiveness of the Teams Games Tournament (TGT) cooperative learning model as an alternative approach to improve students’ mathematics achievement. A quantitative approach with a quasi-experimental pretest–posttest control group design was applied. The population consisted of all seventh-grade students, and a random sample of two classes (VII-B and VII-I) was selected. The research instrument comprised five essay-type test items that had been validated by experts (lecturers and teachers) and demonstrated acceptable reliability. The procedure included four main stages: preparation, pretest administration, instructional treatment, and posttest administration, followed by statistical analysis. Data were analyzed using normality and homogeneity tests, independent and paired-sample t-tests, and effect size estimation through Cohen’s d. The results indicated a significant improvement in the experimental group, with the mean score rising from 69.52 to 76.97, corresponding to a large effect size (d = 1.09). These findings confirm that the TGT model is effective in enhancing mathematics learning outcomes. Furthermore, the study highlights the pedagogical potential of TGT in promoting active participation, fostering motivation, and offering an engaging alternative to conventional lecture-based teaching in mathematics classrooms.
Effectiveness of Discovery Learning Assisted by GeoGebra in Enhancing Students’ Mathematical Literacy Sofwatun, Shofa; Nurjamil, Dedi; Dewi, Sinta Verawati
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 3 (2025): July - September 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i3.3491

Abstract

GeoGebra-assisted Discovery Learning offers a promising solution to the challenges of mathematical literacy. This model is not only student oriented but also encourages learners to actively and independently construct mathematical concepts and connect them to real-life experiences. This study aimed to examine the effectiveness of GeoGebra based Discovery Learning in enhancing students’ mathematical literacy and to assess their literacy level after its implementation. An experimental method with a one-group pretest–posttest design was employed. The population consisted of all tenth-grade students at SMA Negeri 1 Singaparna, and the sample was selected through cluster random sampling from class X-3. The instrument was a mathematical literacy essay test, validated by experts and tested for validity and reliability on a separate sample. Data were analyzed using descriptive statistics and N-Gain calculations with IBM SPSS Statistics 24, including the Shapiro–Wilk normality test and a one-sample t-test. The findings revealed a mean N-Gain score of 0.66 (moderate category), indicating the model’s effectiveness in improving students’ mathematical literacy. Moreover, students’ literacy levels after the intervention also fell into the moderate category. Practically, this study provides teachers with learning resources, such as teaching modules, to support instruction and foster collaborative, discovery-based learning that deepens students’ understanding of mathematical concepts.
Applying the ARIAS Learning Model with QuizWhizzer Support to Enhance Students’ Understanding of Mathematical Concepts Ergayanti, Della Santika; Najibufahmi, Muhamad
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 3 (2025): July - September 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i3.3639

Abstract

Students’ low level of mathematical conceptual understanding requires more effective learning strategies. Research integrating the ARIAS learning model with interactive digital media such as QuizWhizzer is still limited. This study examined the effects of the ARIAS learning model assisted by QuizWhizzer, the ARIAS model alone, and Conventional learning on high school students’ mathematical conceptual understanding. A quantitative approach with a post-test only control group design was employed, involving three Grade XI classes at SMA Muhammadiyah 1 Pekajangan. The instrument was an essay test developed from indicators of mathematical conceptual understanding, and data were analyzed using Scheffe’s post hoc test. The findings showed that both the ARIAS model and the ARIAS model assisted by QuizWhizzer significantly improved students’ conceptual understanding compared to Conventional learning. However, no significant difference was found between the ARIAS model with and without QuizWhizzer. These results indicate that QuizWhizzer did not substantially enhance the effectiveness of the ARIAS model. The study highlights the importance of further investigation into the integration of digital media within specific learning models to maximize their potential impact on mathematics learning.
Development of Scratch-Based Interactive Quiz Learning Media on Statistics to Enhance Students’ Learning Outcomes Sekarsari, A'isyah; Karimah, Sayyidatul
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 3 (2025): July - September 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i3.3644

Abstract

Low student achievement in statistics is often attributed to the use of learning media that lack innovation and interactivity. This study aims to develop Scratch-based interactive quiz learning media and to examine its validity, practicality, and effectiveness in improving students’ learning outcomes. The research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The study involved 28 students from Grade XI Health Analyst (experimental group) and 26 students from Grade XI Computer and Network Engineering 2 (control group). Research instruments included expert validation sheets, student response questionnaires, and learning achievement tests. Data were analyzed both qualitatively and quantitatively, including a t-test to evaluate effectiveness. The validation results reached a score of 80% (valid category), while student responses reached 78% (practical category). The t-test revealed a significant difference (p < 0.05) between the mean learning outcomes of the experimental group (88.29) and the control group (82.77), indicating that the developed media was effective in enhancing student achievement. These findings suggest that Scratch-based learning media has the potential to serve as an innovative alternative for teaching statistics and can be further developed for other topics by utilizing more complex Scratch features to strengthen learning interactivity.
Developing Interactive Learning Media through Canva Website and Quizizz Mastery Peak Integration to Enhance Problem-Solving Skills Margareta, Diswa; Karimah, Sayyidatul
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 3 (2025): July - September 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i3.3655

Abstract

This study addresses the low motivation and limited problem-solving ability of students in mathematics, as well as the insufficient use of interactive digital learning media in schools. Preliminary observations of grade X students at SMA Negeri 2 Batang indicated low enthusiasm toward conventional mathematics instruction with minimal interactivity. To overcome this challenge, innovative media were developed using Canva Website integrated with the Quizizz Mastery Peak platform through a gamification approach. The development process employed the ADDIE model, which consists of five systematic stages: analysis, design, development, implementation, and evaluation. Data were collected through observations, interviews, needs questionnaires, expert validation, and student responses. Eight experts, including lecturers and mathematics teachers, validated the media, while practicality testing involved 27 grade X.2 students. The results indicated that the media met the criteria of validity and was rated as highly practical by students. Integration of Canva Website and Quizizz Mastery Peak has the potential to foster student engagement, interactivity, and active participation in mathematics learning. Nevertheless, further experimental or quasi-experimental research is required to rigorously evaluate its effectiveness in significantly improving mathematical problem-solving skills.
Analyzing Students’ Numeracy Literacy in Relation to Mathematics Anxiety Husna, Asmaul; Khatimah , Husnul
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 3 (2025): July - September 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i3.3656

Abstract

The growing global emphasis on numeracy as a core competency for 21st-century learners underscores the urgency of addressing mathematics anxiety, which may act as a critical barrier to students’ achievement. This study aims to analyze seventh-grade students’ numeracy literacy in relation to mathematics anxiety and to examine the association between three indicators of numeracy literacy and three levels of mathematics anxiety (low, moderate, and high). A qualitative approach was employed with six students purposively selected based on mathematics anxiety questionnaire results, consisting of two students from each anxiety level. The instruments included (1) a numeracy literacy test on two-dimensional geometry, (2) a mathematics anxiety questionnaire, and (3) a semi-structured interview protocol. Data were analyzed using Miles and Huberman’s model with triangulation to ensure validity and trustworthiness. The findings indicate that students with low mathematics anxiety successfully demonstrated all numeracy literacy indicators. In the moderate-anxiety group, one student achieved all indicators while another met only one. Students with high anxiety failed to demonstrate any indicator, suggesting that heightened anxiety hindered their mathematical performance. Theoretically, this study contributes to the growing body of literature on the interplay between affective factors and numeracy literacy by providing empirical evidence from the context of junior secondary education. Practically, the findings offer insights for teachers and policymakers to design pedagogical interventions that reduce mathematics anxiety and enhance students’ capacity for logical reasoning and problem-solving.
Impact of the Snakes and Ladders Educational Game on Students’ Engagement in Learning Fauziahnur, Fauziahnur; Baidullah, Baidullah
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 3 (2025): July - September 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i3.3662

Abstract

Mathematics learning interest at the primary level is widely recognized as a key determinant of students’ long-term achievement and attitudes toward the subject, making its early development an urgent educational priority. This study addresses the low level of mathematics learning interest among fourth-grade students at SD Negeri 7 Kuala Batee. An initial survey indicated that limited enthusiasm for mathematics hindered students’ understanding of basic concepts, largely due to monotonous teaching methods with minimal student engagement. To overcome this issue, the Snakes and Ladders game was introduced as a learning medium, grounded in constructivist theory and prior findings on play-based learning. Employing a quantitative approach with a pre-experimental one-group pretest–posttest design, the study involved 12 students. A Likert-scale questionnaire on learning interest, tested for validity and reliability, was used as the instrument. Results revealed an increase in mean scores from 72.50 to 82.42, with a paired-sample t-test showing significance at 0.000 (<0.05). Student interest categories also improved, with four students achieving the “very high” level and eight in the “high” category after the intervention. Despite limitations related to the absence of a control group and small sample size, the findings suggest the potential of game-based approaches to foster engagement in mathematics learning. This study contributes novelty by empirically demonstrating the effectiveness of Snakes and Ladders as a culturally relevant, low-cost, and interactive medium to enhance primary students’ interest in mathematics.
Enhancing Students’ Learning Motivation through Wordwall Educational Games in Mathematics Febrianti, Ika; Baidullah, Baidullah
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 3 (2025): July - September 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i3.3663

Abstract

Learning motivation is a crucial component that determines students’ academic success, particularly in subjects such as mathematics, which are often perceived as difficult and less appealing. The low level of students’ motivation in mathematics is one of the key factors contributing to the insufficient attainment of basic competencies at the elementary school level. Therefore, innovative approaches are needed to effectively enhance student engagement and enthusiasm for learning. This study aims to analyze the effect of using Wordwall-based educational games on elementary school students’ motivation in learning mathematics. A quantitative approach was employed with a one-group pretest–posttest design. The research subjects were 30 fourth-grade students at SD Negeri 2 Jeumpa, selected through a total sampling technique. The data collection instrument was a validated learning motivation questionnaire with high reliability. Data were obtained through measurements conducted before and after the implementation of learning using Wordwall. The results of the analysis, using a paired sample t-test, revealed a significant increase in students’ learning motivation (p < 0.05), with the mean posttest score being higher than the pretest score. Most students who were initially categorized at a moderate level showed improvement to high and very high categories after the treatment. These findings indicate that the use of Wordwall contributes positively to enhancing students’ learning motivation in mathematics. This study provides novel evidence of the potential of game-based learning platforms, particularly Wordwall, in fostering motivation in mathematics learning, an area that remains underexplored in the Indonesian elementary school context. The study recommends the integration of Wordwall as an innovative strategy to increase student engagement, with further development focusing on cognitive aspects and learning outcomes.
Analisis Penggunaan Quizizz sebagai Media Kuis pada Perkuliahan Geometri Transformasi Mendrofa, Netti Kariani; Mendrofa, Ratna Natalia
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 3 (2025): July - September 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i3.3743

Abstract

Mahasiswa sering mengalami kesulitan dalam memahami konsep-konsep geometri transformasi karena sifatnya yang abstrak dan menuntut kemampuan berpikir visual serta logis. Penelitian ini bertujuan untuk mengkaji peningkatan pemahaman konsep dan motivasi belajar mahasiswa setelah penggunaan platform Quizizz sebagai media kuis dalam pembelajaran geometri transformasi. Jenis penelitian ini merupakan deskriptif kuantitatif dengan desain penelitian  adalah one-group pretest-posttest design. Data dianalisis menggunakan statistik deskriptif dengan perbandingan skor sebelum dan sesudah perlakuan. Subjek penelitian ini adalah 40 mahasiswa Program Studi Pendidikan Matematika di Universitas Nias. Instrumen yang digunakan meliputi tes uraian dan angket. Temuan penelitian menunjukkan adanya peningkatan skor rata-rata dari 48,40 pada pretest menjadi 86,50 pada posttest. Mahasiswa juga menunjukkan peningkatan motivasi dan keterlibatan belajar setelah penggunaan Quizizz. Temuan ini menunjukkan potensi penggunaan Quizizz sebagai media kuis yang mendukung pembelajaran matematika secara lebih interaktif dan bermakna. Penelitian ini berkontribusi pada pengembangan strategi evaluasi formatif berbasis teknologi dalam pendidikan matematika.
Profile Metacognitive Scaffolding in Developing the Concept of Determinants to Enhance Mathematical Problem-Solving Skills of Low Ability Students Awi, Awi; Sutamrin, Sutamrin; Naufal, Muhammad Ammar; Nasir, Norma; Hassan, Muhammad Nasiru
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 3 (2025): July - September 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i3.3803

Abstract

The low ability of students to understand the concept of determinants and apply it in mathematical problem-solving remains a serious challenge, particularly among low-achieving learners. These difficulties are often linked to limited instructional variation, the dominance of procedural teaching, and insufficient opportunities for developing metacognitive awareness. This study therefore explores how metacognitive scaffolding can support low-achieving students in strengthening their conceptual understanding of determinants and improving problem-solving skills. The research employed a quantitative approach with a quasi-experimental design involving 30 tenth-grade students at MA Arifah Gowa, identified as low-achieving based on pretest results. Instruments included a mathematical problem-solving test, scaffolding observation sheets, and structured interviews. Data were collected through a pretest, classroom implementation of metacognitive scaffolding, observations, and a posttest. Findings revealed a significant improvement in problem-solving ability. The average score increased from 36.7 on the pretest to 74.8 on the posttest. Inferential analysis using a paired t-test confirmed the increase was statistically significant (t(29) = –12.34, p < 0.001), with a very large effect size (Cohen’s d = 1.80). These results highlight the importance of integrating metacognitive scaffolding into mathematics instruction as a means of fostering reflective thinking, enhancing student engagement, and strengthening higher-order thinking skills, particularly for low-achieving students. The findings align with the objectives of the Merdeka Curriculum, which emphasizes critical, reflective, and independent learning.

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