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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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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.
Comparison of Teaching Content on Inequalities between China and Indonesia Xuezhi , Zhao; Rais, Damar
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.v5i4.4253

Abstract

In this study, we select inequality content from a set of Indonesian instructional materials and compare it with the corresponding inequality content in the People’s Education Press (PEP) textbooks. The comparison is significant because the two education systems represent distinct pedagogical approaches that differ historically, culturally, and epistemologically. Moreover, they are grounded in contrasting educational philosophies. PEP follows a Chinese tradition emphasizing formal structure, systematic practice, and deductive reasoning that moves from worked examples to general rules. In contrast, the Indonesian Kurikulum Merdeka is rooted in Freudenthal’s Realistic Mathematics Education (RME), which encourages contextual modeling and meaning-making prior to the introduction of formal symbols. By comparing the topic of inequalities—an abstract concept with specific operational rules (such as reversing the inequality sign when multiplied by a negative number)—we can observe how these approaches lead to different learning experiences. Do students discover rules through structured exploration, or are they expected to apply rules within real-world contexts after the concepts are presumed to be understood? In Indonesia, inequalities are taught primarily in Grade 11 of senior high school, under the assumption that students already possess a mature level of abstract reasoning. In China, however, inequality-related content is distributed across multiple stages of elementary and secondary schooling. Both countries have undergone substantial curriculum reforms aimed at improving mathematical proficiency and educational equity, yet their textbooks continue to reflect distinct pedagogical philosophies and cultural priorities. By examining the differences across these dimensions, we hope to provide useful insights for the teaching of inequality-related content
Deep Learning Approach and Students’ Numeracy Skills: The Roles of Mathematical Disposition and Gender Anggeraini, Namaera; Nasrullah, Ahmad; Nugraha, Yandika
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.v5i4.4348

Abstract

International and national assessments, including PISA 2022, indicate that Indonesian students’ numeracy performance remains low. This situation highlights the need for instructional approaches that strengthen conceptual understanding and higher-order thinking. This study examined the effect of a deep-learning instructional approach on eighth-grade students’ numeracy skills, while considering mathematical disposition and gender. We employed a non-equivalent control group quasi-experimental design with 62 Grade 8 students from a public junior high school in West Lombok, Indonesia. The experimental group (n = 31) received deep-learning instruction through concept exploration, context-based discussion, collaborative problem solving, and guided reflection, while the control group (n = 31) received regular instruction. Instruments included a numeracy test and a mathematical disposition questionnaire that underwent expert validation and met reliability criteria. We analyzed the data using descriptive statistics and ANCOVA, controlling for baseline ability (pretest). The results showed higher numeracy scores in the experimental group across disposition categories. ANCOVA indicated significant main effects of instructional approach, gender, and mathematical disposition, whereas several interaction effects were not significant. These findings support the use of deep-learning instruction as a promising strategy to strengthen numeracy within the Merdeka Curriculum implementation.
Measuring Junior High School Students’ Critical Thinking Skills Through Set Operations Tasks Nurdalilah, Nurdalilah; Putri, Aziah Aulisa; Siregar, Luthfiyatul Adawiyah; Shaputra, Ramadan; Febrian, Feri Dwi
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.v5i4.2515

Abstract

This study aims to describe students’ critical thinking skills. Critical thinking is essential for students, especially in 21st-century learning, where many students use technology to explore answers without fully understanding the questions and the solutions. This study focuses on students’ understanding of set operations in mathematics and identifies the difficulties they face. The participants were 27 ninth-grade students at Al-Manar Junior High School. The study employed a qualitative approach with a descriptive design to analyze students’ abilities to solve problems, decide and implement solution steps, perform operations, and apply mathematical induction related to set operations. The findings are expected to reveal students’ critical thinking skills and their understanding of basic mathematical concepts, particularly in set operations, as well as to identify factors influencing their understanding, thereby improving the quality of mathematics instruction at the primary and secondary education levels. The instrument used to collect data was a test administered to students on the topic of set operations. Data analysis followed these steps: data reduction, data display, and drawing conclusions. The results indicate that students’ ability to solve mathematical problems on set operations is uneven. Based on the critical thinking categories used in this study, no students reached the “very good” category; 80% were in the “good” category, 5% in the “fair” category, and 15% in the “low” category. This distribution was evident in students’ responses, suggesting that their overall problem-solving ability can still be considered good. Therefore, the researcher recommends that teachers pay greater attention to and further develop students’ critical thinking skills and their understanding of basic mathematical concepts.
Psychometric Validity Analysis of Logical–Mathematical Intelligence Hutagalung, Lastri; Rahayu, Wardani; Hidayat, Flavia Aurelia
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.v5i4.2596

Abstract

This study is a validation and instrument-development research whose primary goal is to examine and ensure the psychometric quality of a Logical–Mathematical Intelligence (LMI) questionnaire for Senior High School students. LMI, as a fundamental aspect of scientific reasoning, requires a well-established measurement tool. The adapted instrument consists of 24 items using a five-point Likert scale and was constructed based on Gardner’s five core LMI dimensions (numerical ability, logical reasoning, problem solving, pattern recognition, and deductive/inductive thinking). Data were collected online from 317 high school students through convenience sampling. Analysis was performed using the Rasch Model (Winsteps 3.73). The results indicate that the instrument demonstrates adequate unidimensionality (raw variance explained 33.3%) and excellent reliability (Cronbach’s Alpha 0.89; Item Reliability 0.96). All items were found to be fit and functioning properly, with strong discriminative power (Item Separation 4.98), indicating that the instrument can classify item difficulty into seven distinct levels. These findings explicitly confirm that the adapted LMI questionnaire meets international psychometric standards and is valid for mapping the logical–mathematical reasoning abilities of high school students.
Development of Mathematics Learning Media on Build Flat Side Space Using Smart Apps Creator Oroh, Tesalonika M.; Sulistyaningsih, Murni; Kaunang, Derel F.
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.v5i4.3247

Abstract

Learning mathematics in the subject of Build Flat-Side Space remains a challenge for junior high school students due to limited visual representation and minimal use of technological media that can facilitate spatial understanding. The abstract nature of shape concepts requires clear visualization, but conventional learning practices tend to rely only on static images in textbooks. This condition has an impact on the low level of concept understanding and learning motivation of students. Smart Apps Creator (SAC) as an interactive media development tool has the potential to provide dynamic visualizations and a more interesting learning experience. This study aims to develop SAC-assisted mathematics learning media and test its validity, practicality, and effectiveness in supporting the learning of flat-sided shapes. The study uses the Research and Development (R&D) method with the ADDIE model, which includes the stages of needs analysis, product design, media development, classroom implementation, and evaluation. The research instruments consisted of expert validation sheets for material and media, student questionnaires, and learning outcome tests. The validation process was carried out to assess the suitability of the content, appearance, and usefulness of the media, while the practicality and effectiveness tests were conducted through the use of media in classroom learning. The results showed that the SAC-based learning media achieved a highly valid rating from experts, was practical based on user responses, and was effective in increasing motivation and understanding of flat-sided spatial concepts. Thus, this media can be used as an alternative interactive learning resource that supports a more interesting, meaningful, and needs-based mathematics learning process for junior high school students.
Comparison of Student’s Mathematical Problem-Solving Ability between Realistic Mathematics Education Assisted by GeoSpace and Direct Instruction Ayumni, Febi; Ulya, Himmatul; Sumaji, Sumaji
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.v5i4.3340

Abstract

This study compares students’ mathematical problem-solving skills between those taught using the GeoSpace-assisted Realistic Mathematics Education (RME) model and those taught through direct instruction. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The participants were two eighth-grade classes at a junior high school, with one class assigned as the experimental group and the other as the control group. Mathematical problem-solving skills were measured using an essay test based on NCTM indicators: understanding problems, planning strategies, implementing solutions, and reviewing results. The instrument demonstrated adequate validity and reliability. The experimental group received instruction using the RME model supported by the GeoSpace application, while the control group received direct instruction without digital media. Data analysis using an independent samples t-test showed that the experimental group achieved significantly higher posttest scores than the control group (p < 0.05), with a moderate effect size. In addition, learning gains in the experimental group were higher than those in the control group. These findings indicate that the GeoSpace-assisted RME model is more effective in improving students’ mathematical problem-solving skills than direct instruction. The use of realistic contexts and interactive visual representations supports students’ conceptual understanding. However, as the study involved only two classes, further research with a broader sample is recommended to strengthen the generalizability of the results.
Effects of Direct Instruction Supported by Algebrator on Learning Outcomes in Linear Equation Systems Marajo, Suci Nurjanna Sultan; Sulistyaningsih, Murni; Sumarauw, Sylvia Jane Annatje
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.v5i4.3391

Abstract

Students’ understanding of systems of linear equations in two variables is often limited due to the abstract nature of the topic and the requirement for logical and systematic reasoning skills. To address this issue, an appropriate instructional model supported by effective learning media is needed. This study aimed to examine the effect of the Direct Instruction learning model supported by Algebrator on students’ learning outcomes in systems of linear equations. This study employed a quasi-experimental method using a control group pretest–posttest design. The participants were eighth-grade students at a public Islamic junior high school. The sample consisted of two classes, with 25 students in the experimental group and 25 students in the control group. The experimental group was taught using the Direct Instruction model supported by Algebrator, while the control group received conventional instruction without technological media. Data were analyzed using descriptive statistics and an independent samples t-test at a significance level of 0.05. The results showed that the mean posttest score of the experimental group was 83.44, which was higher than that of the control group, which obtained a mean score of 76.76. The t-test results indicated a significant difference between the two groups (t = 2.35, p < 0.05). These findings demonstrate that students taught using the Direct Instruction model supported by Algebrator achieved significantly better learning outcomes than those taught using conventional methods. This study indicates that the integration of technological learning media such as Algebrator can effectively enhance students’ understanding and learning outcomes in mathematics, particularly in systems of linear equations. The findings provide empirical support for the use of technology-assisted Direct Instruction in mathematics classrooms.
Development of a Desmos-Assisted Flipbook E-Module to Improve Mathematical Problem-Solving Ability Nurhayati, Nunu; Nursyafitri, Erika Awaliah; Adiastuty, Nuranita
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.v5i4.3546

Abstract

The ability to solve problems in mathematics is an essential competency that every student must have because in fact, this ability is still low. Many students still find it difficult when they have to solve story-based problems, especially on the topic of geometric transformations. The limited teaching materials that support learning also become an obstacle, because the available media are not interactive or interesting enough to facilitate students' understanding of the material. Based on these problems, this research is focused on the development of a Project Based Learning (PjBL)-based flipbook e-module designed to improve mathematical problem-solving skills on geometric transformations. The type of research used is research and development (R&D) by applying the ADDIE model as a reference for product development. The research subjects were 26 students of grade IX A of SMP Negeri 1 Hantara. Data were collected using questionnaires, interviews, and tests. The assessment results from three material experts obtained a feasibility percentage of 87% while from two media experts 81% were categorized as very valid. The results of the practicality test using a questionnaire obtained a percentage of 97% from teachers and 95% from students (very practical). Effectiveness is shown through N-Gain of 0.71 with a high category because it is in the range of N-Gain> 0.70 from an average pre-test of 24.31 and post-test of 75.95. This e-module is proven to have a good level of validity, practicality, and effectiveness in helping improve students' mathematical problem-solving abilities. Further research is expected to be able to expand the scope of subjects and emphasize other indicators of mathematical problem-solving abilities in media development.
Development of Mathematics Learning Media Using Wordwall to Improve Students' Interest and Learning Outcomes Halawa, Putra Mei Anugrah; Telaumbanua, Yakin Niat; Mendrofa, Ratna Natalia; Lase, Sadiana
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.v5i4.3816

Abstract

This study addresses the limited use of technology-based instructional media and insufficient instructional time in mathematics learning. It aims to develop and evaluate Wordwall-based learning media in terms of validity, practicality, and effectiveness in improving students’ learning interest and achievement. The study employed a Research and Development design using the ADDIE model up to the evaluation stage. Participants included 32 eighth-grade students from SMP Negeri 3 Huruna and one mathematics teacher. Data were collected through expert validation involving three validators, student and teacher response questionnaires, and learning achievement tests. Data analysis combined descriptive qualitative analysis with quantitative analysis using percentage scores and pretest–posttest comparisons. The findings indicate that the developed media is valid in terms of content, language, and visual design; highly practical, as reflected by positive responses from more than 90 percent of students and teachers; and effective in improving learning interest, with an average increase of 25 percent, as well as learning outcomes, with an N-gain of 0.62 in the medium–high category. The novelty of this study lies in positioning Wordwall not merely as a gamification tool, but as an interactive learning medium systematically integrated within the ADDIE instructional design framework for mathematics learning. Theoretically, this study strengthens evidence on the role of gamification within instructional design. Practically, it offers teachers a viable strategy to address time constraints while enhancing student engagement and learning outcomes.

Page 52 of 57 | Total Record : 561

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