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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 512 Documents
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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.
Students’ Word-Problem Errors Identified Through Newman’s Procedure in a Problem-Based Learning Classroom Anggraini, Heni; Surya, Ed
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.v5i4.2638

Abstract

Low mathematics achievement, particularly in solving word problems, remains a persistent challenge for students. This study aims to analyze (1) whether students’ errors in solving word problems through the Problem-Based Learning (PBL) model are lower than those in conventional learning, (2) whether students’ mastery learning in the PBL model is higher than that in conventional learning, and (3) how well students are able to solve mathematical word problems based on Newman’s procedure when taught using the PBL model. A mixed methods approach was employed, combining a quasi-experimental design with a qualitative descriptive method. Data were collected through written tests for the quantitative component and in-depth interviews for the qualitative component. The quantitative data were analyzed using an Independent Sample t-test. The findings indicate that students taught with the PBL model experienced a notable reduction in errors across all stages of Newman’s procedure. These results demonstrate that the PBL model effectively minimizes student errors, increases mastery learning, and strengthens students’ ability to solve mathematical word problems. Overall, the study recommends the use of the PBL model in mathematics classrooms to foster deeper understanding and enhance the relevance of learning to students’ everyday experiences.
Calculus Learning Using an Epidemiological Influenza Mathematical Model Based on STEM to Enhance Mathematical Literacy Skills Noprisa, Noprisa; Suryatul, Aini Asyhara
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.v5i4.3934

Abstract

Considering the growing importance of mathematical literacy in the 21st century, this study provides an initial insight into improving future STEM-based learning models in mathematics education. The research aims to describe students’ mathematical literacy skills as a foundation for enhancing STEM-oriented instruction in higher education. The participants were students of the Mathematics Education Study Program enrolled in a Calculus course at a university in Lampung, Indonesia. Data were collected through a mathematical literacy test and a student response questionnaire. Data were analyzed using an independent sample t-test to identify students’ strengths and weaknesses in mathematical literacy. The results show that students’ mathematical literacy remains low. The average score was 20.67, with nearly half of the students (46.67%) scoring below the mean. The highest achievement was found in the problem formulation indicator (57.78%), followed by reasoning (49.33%), interpretation and representation (46%), and application (38.33%) as the lowest. These findings suggest that students are relatively capable of formulating mathematical problems but struggle to interpret, represent, and apply them in real-life contexts. Overall, students tend to focus on procedural calculations rather than meaningful connections between mathematics and real situations. Therefore, STEM-based learning innovations are needed to strengthen conceptual understanding and problem-solving skills. The positive student responses indicate that the approach used in this study successfully fostered engagement, motivation, and deeper mathematical literacy.
Analysis of Students' Social Interaction During Mathematics Learning on Rational Numbers Using Vygotskian Perspectives Andana, Divina; Theis, Roseli; Iriani, Dewi
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.v5i4.3912

Abstract

Students’ understanding of mathematical concepts is strongly shaped by the quality of social interaction that occurs during learning. Limited communication between teachers and students or among students can disrupt knowledge construction and weaken learning engagement. This study therefore examines (1) teacher–student social interactions in mathematics learning, (2) student–student social interactions, and (3) teachers’ strategies for adjusting the difficulty level of questions to students’ abilities. The study was conducted at SMP Negeri 7 Kota Jambi in May 2025 using a qualitative descriptive design. Data were collected through observation, questionnaires, interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing, with credibility ensured through source and technique triangulation. The results indicate that teacher–student interaction was in the excellent category. Teachers acted as More Knowledgeable Others by providing explanations, guiding questions, and scaffolding aligned with the Zone of Proximal Development. Student–student interaction was also excellent, as reflected in group discussions and the exchange of problem-solving strategies, although participation remained uneven. Teachers’ strategies in adjusting question difficulty were likewise excellent. These results affirm that social interaction-based learning grounded in Vygotskian theory supports students’ progression from actual to potential competence through collaboration and targeted instructional support.
Analysis of Students’ Thinking Processes in Solving Mathematical Problems Based on Bruner’s Theory in Pythagorean Theorem Tasks Wiranugraha, M. Eza; Theis, Roseli; Iriani, Dewi
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.v5i4.3916

Abstract

This study aims to describe and analyze the thinking processes of junior high school students in solving mathematical problems based on Bruner's theory in the context of the Pythagorean theorem. The study was conducted at SMP Negeri 7 Kota Jambi in May 2025. Data were collected through classroom observations as preliminary data, followed by questionnaires and problem-solving tests as primary data, and interviews as supporting data. All data were analyzed qualitatively. The findings show that at the enactive stage, most students demonstrated low performance; four students were categorized as poor, one as excellent, and one as good. At the iconic stage, student performance ranged from low to adequate, with one student rated excellent, two rated adequate, and three rated poor. At the symbolic stage, most students demonstrated high performance, with three students rated excellent, two rated good, and one rated poor. These results indicate that although students generally succeed at the symbolic stage, weaknesses at the enactive and iconic stages suggest that their understanding remains predominantly procedural rather than conceptual. Teachers are encouraged to apply learning strategies that intentionally strengthen all three of Bruner’s representational stages, rather than moving directly to symbolic reasoning without first providing concrete experiences and visual representations. Teachers should also consider students’ diverse thinking processes when designing instruction. Future studies should include larger samples and more diverse methods, such as quantitative or mixed-methods approaches, to further examine how representation-based strategies influence students’ mathematical problem-solving performance.
Development of Quick Count Math Educational Game–Based Media for Learning Integers Mangamis, Freiti; Tilaar, Anetha L.F.; Sumarauw, Sylvia J.A.
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.v5i4.2482

Abstract

In response to students’ persistent difficulties in understanding integer operations and the limited use of engaging digital game-based media in mathematics classrooms, this study aims to develop “Quick Count Math,” an educational game-based instructional medium on the topic of integers for seventh-grade junior high school students. The study employed a Research and Development (R&D) design using the Four-D model, which consists of the define, design, develop, and disseminate stages. The game is designed to support learning of integer operations (addition, subtraction, multiplication, and division) through interactive challenges, gradually increasing levels of difficulty, immediate feedback, and appealing visuals. The results indicate that “Quick Count Math” meets the criteria of validity, practicality, and effectiveness. Expert review yielded validity scores of 85% for media aspects and 100% for content aspects, both categorized as very high. In addition, the game was reported to be easy to use by students and was effective in improving their understanding and learning outcomes on the integer topic, with an effectiveness score of 86%. These findings suggest that “Quick Count Math” can serve as an engaging and effective alternative digital medium for teaching mathematics in seventh-grade junior high school classes and contribute to the literature on game-based mathematics learning by offering a validated design that can be adapted to other topics and grade levels.
Developing an Ethnomathematics-Based Transformational Geometry Textbook to Enhance Students' Mathematical Literacy Sam, Fitrayuddin; Alam, Syamsu; Patmaniar, Patmaniar
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.v5i4.3860

Abstract

An ethnomathematical approach that integrates Luwu culture, especially the Rongkong batik motif, is expected to bridge abstract mathematical concepts with students’ daily lives through the use of local wisdom as a learning context. This study aims to develop ethnomathematics-based transformational geometry textbooks that are feasible, practical, and effective in improving senior high school students’ mathematical literacy. The research employed the ADDIE development model. The participants were Grade XI students and mathematics teachers at SMA Negeri 5 Luwu Utara. The instruments used included teacher and student needs analysis questionnaires, expert validation sheets, teacher and student practicality questionnaires, lesson implementation observation sheets, and a mathematical literacy test administered as a pretest and posttest. Validation by material and media experts was conducted to assess the feasibility of the textbook in terms of content, presentation, construction, and readability. The results show that the developed textbooks are classified as very feasible based on content, presentation, construction, and readability validation. The textbooks were also judged to be very practical by both teachers and students. In terms of effectiveness, there was a significant increase in students’ mathematical literacy after using the textbooks, with an average n-gain of 0.81 (high category). Inferential analysis further indicated a significant difference between students’ pretest and posttest scores. Thus, the ethnomathematics-based transformational geometry textbooks developed in this study are feasible for use in classroom instruction and effective in improving high school students’ mathematical literacy. This study recommends local culture-based textbooks as an alternative form of contextual teaching materials with multicultural characteristics.

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