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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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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.

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