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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 535 Documents
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Enhancing Mathematical Representation Ability through ClassPoint-Assisted Situation-Based Learning Lestari, Lulu Indah; Farida, Farida; Nasution, Sri Purwanti
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.v5i4.4314

Abstract

Mathematical representation skills are an important aspect in supporting students' success in mathematics learning. This study aims to determine the influence of ClassPoint-assisted Situation-Based Learning (SBL) learning model on students' mathematical representation skills. The results of the pre-research show that students' mathematical representation skills are still relatively low in presenting real-situation problems in visual, symbolic, and verbal forms. This condition shows that there is a gap between the demands of mathematics learning that emphasizes the ability to represent and learning practices that are still conventional. This study uses a quantitative method with a quasi-experimental design in the form of a posttest only control group design. The research sample consisted of two classes selected using cluster random sampling. The research instrument is in the form of a test of mathematical representation ability on equation material and quadratic functions. Data analysis used the Independent Sample T-Test at a significance level of 5%. The results of the study showed that the value of sig. 0.007 < 0.05, which indicates a significant influence of the application of the ClassPoint-assisted SBL learning model on students' mathematical representation skills. These findings provide an empirical contribution that ClassPoint-media-supported situation-based learning   is effectively used as an alternative to mathematics learning to develop mathematical representation skills.
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.
Android-Based Pisa-Type Questions in The Ramadhan Context to Know Students' Mathematical Thinking Abilities Pratiwi, Suci Indah; Putri, Ratu Ilma Indra; Somakim, Somakim
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.v5i4.4442

Abstract

The increasing demand for assessing students’ mathematical thinking skills in authentic and meaningful contexts, as emphasized by international assessments such as PISA, highlights the urgent need for context-based assessment instruments that are relevant to students’ everyday experiences. In response to this gap, this study aimed to develop and examine the effectiveness of a PISA-type mathematics test set grounded in a real-world context, namely Ramadan, to assess junior high school students’ mathematical thinking skills. This study employed design research in the form of a development study using Tessmer’s formative evaluation model, which included expert review, one-to-one trials, and small-group trials. The research participants were eighth-grade students at SMP IT Al-Furqon Palembang. The developed assessment package consisted of 15 PISA-type mathematics items, test blueprints, item cards, and analytic scoring rubrics. Content, construct, and language validity were evaluated through expert reviews, while clarity and comprehensibility were examined through one-to-one trials with students. Practicality was assessed using a student questionnaire administered during the small-group trial. The results indicate that the developed test items achieved a high level of validity based on expert judgments and were considered practical, easy to understand, and effective to use by students. These findings suggest that the Ramadan-contextualized PISA-type test set is suitable for use as an assessment tool to support mathematics learning and evaluation at the junior high school level. The novelty of this study lies in the integration of a culturally meaningful religious context into PISA-type mathematics assessment, demonstrating how local and contextual values can be systematically embedded to enhance the relevance, validity, and pedagogical potential of mathematical thinking assessments.
Correlation of Self-Regulated Learning and Students' Ability to Solve Mathematical Problems in Algebraic Topics Solikah, Nur Hidayati; Astuti, Wiwin
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.v5i4.4475

Abstract

This study was designed to examine the relationship between self-regulated learning and students’ mathematical problem-solving ability among grade VII students at SMP Negeri 9 Surakarta in the 2025/2026 academic year. A quantitative approach with a correlational design was employed. The participants consisted of 89 students selected using cluster random sampling. Data were collected using a mathematical problem-solving test and a self-regulated learning questionnaire. The data were analyzed using descriptive statistics, including mean, median, mode, and standard deviation, followed by assumption testing through normality and linearity tests. Hypothesis testing was conducted using simple correlation and simple linear regression analysis. The analysis satisfied the required assumptions and revealed a positive relationship between self-regulated learning and mathematical problem-solving ability. The results of the simple linear regression analysis indicated that self-regulated learning contributed significantly to students’ problem-solving ability, with a significance value of 0.031 and a regression coefficient of 0.408. These findings indicate that students with stronger self-regulated learning skills tend to demonstrate higher effectiveness in solving mathematical problems. The contribution of this study lies in its specific focus on algebraic problem-solving, an area that has received limited empirical attention in relation to self-regulated learning at the junior high school level.
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.

Page 54 of 54 | Total Record : 535

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