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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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Ethnomathematics Mencak at Traditional Wedding Ceremonies in Seluma Regency Sari, Lorenza Puspita; Ariani, Nyayu Masyita; Kashardi, Kashardi
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.v6i1.3562

Abstract

Mathematics not only developed as an abstract science, but it was also present and rooted in the cultural practices of society. One form of this linkage can be studied through an ethnomathematical approach, which plays an important role in the preservation of local culture as well as the development of cultural-context-based mathematics learning. This research aims to identify and describe the ethnomathematical concepts contained in the mencak tradition as the cultural heritage of the community. This research uses a qualitative method with research subjects consisting of traditional leaders and practitioners of the mencak tradition who understand the process and meaning of the implementation of the tradition. Data was obtained through observation, in-depth interviews, and documentation, then analyzed using Miles and Huberman's interactive analysis model which included data reduction, data presentation, and conclusion drawn. The results of the study show that in the movements and formations in the mencak tradition there are mathematical concepts in the form of taper angles, right angles, blunt angles, straight angles, and reflex angles. These concepts arise from the position of the body, the direction of movement, and the patterns of interaction between traditional actors, which reflect mathematical understanding that is naturally integrated in cultural practice. These findings show that the mencak tradition has potential as a source of ethnomathematics-based mathematics learning.
Mathematical Literacy in Statistics Following Differentiated Learning Using Outdoor Modeling Mathematics Aritonang, Kaivida Novi Yosita; Sofnidar, Sofnidar; Iriani, Dewi
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.v6i1.3958

Abstract

Indonesia’s students continue to show low literacy and numeracy performance. In PISA, Indonesia ranked 68th out of 81 countries with a mathematics score of 379. This study describes eighth-grade students’ mathematical literacy in statistics after differentiated learning implemented through the Outdoor Modeling Mathematics (OMM) model. The study was conducted at SMPN 5 Pelepat Ilir in May 2025 using a qualitative descriptive design. Six students were selected purposively from a class of 33 based on learning readiness: high (S1KBT, S2KBT), moderate (S1KBS, S2KBS), and low (S1KBR, S2KBR). Data were collected through a mathematical literacy test and semi-structured interviews and were analyzed using three literacy processes: formulating situations mathematically, employing mathematical concepts, facts, procedures, and reasoning, and interpreting and evaluating mathematical results. The findings show that all six students met the three processes, indicating a high level of mathematical literacy after the intervention.
Mathematical Reflective Thinking of Junior High School Students in Solving Algebra Problems Nurfarihah, Desri Rizkia; Firmansyah, Dani
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.v6i1.4059

Abstract

Mathematical reflective thinking is a key higher-order thinking skill in mathematics learning. However, these skills remain underdeveloped for some students, particularly when solving algebraic problems. This study aims to describe seventh-grade students’ mathematical reflective thinking in algebraic problem solving. The participants were all students in Class VIIA at a junior high school in Karawang. Using purposive sampling based on a reflective thinking test, three students were selected to represent high, medium, and low ability categories. Data were collected through a test and follow-up interviews and analyzed qualitatively to capture patterns of reflective thinking across categories. The findings show clear variation among students. High-ability students reflected logically on both the problem-solving process and the correctness of results. Medium-ability students demonstrated partial and inconsistent reflection, often reflecting on steps but not fully evaluating their conclusions. Low-ability students experienced substantial difficulty in monitoring and evaluating their work. These results suggest that students’ reflective thinking develops at different levels in algebraic problem solving, and future research should examine instructional and individual factors that shape these differences.
Relationship between Self-Confidence and Students' Mathematical Creative Thinking Ability Rohmania, Elsa; Maryati, Iyam
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.v6i1.4187

Abstract

Mathematical creative thinking ability and self-confidence are two important interrelated aspects in mathematics learning. Self-confidence plays a role in encouraging students' courage to put forward ideas, try various problem-solving strategies, and persevere when facing difficulties, thus potentially supporting the development of mathematical creative thinking ability. Therefore, a study on the relationship between self-confidence and mathematical creative thinking ability is important to understand the contribution of the affective aspect to the development of students' cognitive abilities. This study used a quantitative approach with a correlational method to analyze the relationship between the two variables. The subjects were eighth-grade students of SMP Negeri 8 Garut who were selected using a purposive sampling technique. Data were collected through a self-confidence questionnaire and a mathematical creative thinking ability test in the form of descriptive questions. The questionnaire and test instruments have undergone validity and reliability tests to ensure the feasibility of measuring each research variable. Based on the results of the descriptive analysis, it is known that the majority of students have self-confidence in the medium category (54%), while mathematical creative thinking ability is in the medium category (38%). Because one of the data is not normally distributed, inferential analysis was conducted using the Spearman correlation test. The results of this test indicate a significant positive relationship between self-confidence and mathematical creative thinking ability, with a correlation coefficient of 0.464 and a significance value of 0.017 < 0.05. Thus, it can be concluded that the higher the student's self-confidence, the better the mathematical creative thinking ability they have. This shows that self-confidence contributes to mathematical creative thinking ability, although it is not the only influencing factor.
Relationship Between Students’ Learning Interest and Mathematical Critical Thinking Skills Students in Statistics Silpia, Nurul; Indrajaya, Undang
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.v6i1.4193

Abstract

The urgency of this research is based on the importance of developing critical thinking skills in 21st-century mathematics education, as well as the assumption that learning interest is one of the internal factors contributing to these skills. This study aims to analyze the relationship between students’ learning interest and mathematical critical thinking skills students in Statistics. The study employed a quantitative approach with a correlational method. The sample consisted of 35 Grade X students from a public senior high school in Garut Regency, selected through purposive sampling. The research instruments included a learning interest questionnaire developed based on four main indicators and an essay test measuring mathematical critical thinking skills constructed in accordance with critical thinking indicators. The instruments were validated through expert judgment for content validity, and reliability testing was conducted using Cronbach’s Alpha coefficient for the questionnaire and internal consistency testing for the essay test. Data were analyzed using the Shapiro–Wilk normality test, followed by Spearman’s rho correlation test since one of the variables was not normally distributed. The results showed a correlation coefficient of 0.247 with a significance value of 0.152 (p > 0.05), indicating a weak and statistically non-significant positive relationship between learning interest and mathematical critical thinking skills. The novelty of this study lies in examining the relationship between the two variables specifically in the Statistics topic at the senior high school level. The findings imply that improving mathematical critical thinking skills cannot rely solely on enhancing students’ learning interest but must also be supported by instructional strategies that promote higher-order thinking activities.
Ethno-Biomathematics for Junior High School Students' Understanding of Cell Structure: A Case Study Hasbi, Muhammad; Fitri, Fitri
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.v6i1.4221

Abstract

Biology learning at the junior high school level, particularly regarding the structure of plant cells and tissues, is often considered difficult due to its microscopic and abstract characteristics. This study intends to integrate ethnomathematics (the study of mathematical concepts in local culture and environment) as a contextual bridge to facilitate student understanding. We conducted this case study at a junior high school in Wajo Regency, using the Classroom Action Research (CAR) method with a qualitative descriptive design. The research stages include (1) identification of local ethnomathematics; (2) development of teaching materials; and (3) implementation and observation. The findings indicated that the incorporation of ethnomathematics substantially enhanced students' visualization abilities and contextual comprehension. Students more easily internalized the concept of efficient tiling (hexagonal patterns) in plant tissues after analyzing similar patterns found in flora in their surrounding environment. This approach transformed learning into a more active and meaningful one by concretizing abstract material through locally relevant mathematical objects. This study concludes that using native botanical geometric patterns is a creative strategy that shifts the paradigm of biological learning from mere memorization to contextual exploration, while simultaneously improving students' numeracy literacy.
Analysis of Students' Intuitive Thinking Abilities in Solving Mathematical Problems on Integer Topics Shikin, Noera; Huda, Nizlel; Kumalasari, Ade
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.v6i1.4408

Abstract

This study aims to analyze and describe students' intuitive thinking abilities in solving mathematical problems on the topic of integers. This research employs a qualitative descriptive method. One research subject (S1) will be selected using purposive sampling based on their ability to demonstrate initial indications of intuitive thinking, such as the accuracy and speed of their initial response to a problem. The research instrument consists of one integer problem-solving test question designed to assess intuitive thinking abilities. Data is collected through triangulation using the think-aloud technique during the problem-solving process, followed by a semi-structured interview to explore the subject's (S1) reasoning and intuitive thought processes. Data is analyzed qualitatively through the stages of data reduction, data presentation, and conclusion drawing. The results reveal that intuition, specifically the common-sense type, acts as a cognitive bridge that accelerates the emergence of ideas and the formulation of problem-solving strategies. This intuitive thinking characteristic is demonstrated through the application of systematic strategies, logical reasoning, and a strong reliance on prior learning experiences. These findings indicate that learning experiences can serve as a crucial foundation in forming effective mathematical intuition. Therefore, mathematics instruction should be designed to enrich student experiences through a variety of problem-solving tasks to develop students' intuitive thinking abilitie
The Role of Cognitive Flexibility in Resolving Student Misconceptions: Evidence from Algebra Tasks Hindi, Alfiah Nurfadhilah AM; Mulbar, Usman
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.v6i1.4409

Abstract

Algebra is one of the fundamental subjects in secondary school mathematics education, but various studies show that students still often experience misconceptions, particularly in root form operations, which tend to persist even after formal instruction. One ability that is considered to have the potential to help students respond to these misconceptions is cognitive flexibility, which is the ability to use, compare, and switch between strategies adaptively. This case study aims to identify the characteristics of students' misconceptions in algebraic root operations and describe the role of cognitive flexibility in terms of variety, shifting, and justification/reflection. The study uses a qualitative approach with a contrastive case study design. Data were collected through a written test containing 12 root questions and semi-structured interviews based on stimulated recall. The analysis was conducted by combining mathematical correctness and cognitive flexibility scores with within-case and cross-case qualitative analysis. The results show that cognitive flexibility plays a role in responding to misconceptions, but its role is conditional. The novelty of this study lies in the finding that cognitive flexibility only contributes to the revision of misconceptions when supported by a strong conceptual understanding. Without this foundation, flexibility tends to produce procedural variations without meaningful conceptual change. The implication is that mathematics teachers need to design root form learning that not only encourages the use of various strategies but also emphasizes strategy comparison and conceptual reflection to help students reconstruct their understanding.
Exploration of Ethnomathematics in Kobhung Madura Maghfiroh, Ulfi Syamsiyatul; Zayyadi, Moh.; Hasanah, Sri Indriati
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.v6i1.4491

Abstract

The integration of education and culture is one of the rapidly developing fields of mathematics research today, especially through studies of traditional architecture such as Madurese kobhung. This study aims to describe the forms and patterns of ethnomathematics contained in the kobhung structures of the Madurese community. This approach is important because it can help students understand abstract geometric concepts through their connection with Madurese local wisdom. This study aims to describe the mathematical concepts found in the structure and patterns of the Madurese kobhung and map out how these concepts can be used in the mathematics learning process. The method used is qualitative research with an ethnographic approach. The research subjects are 10 Madurese informants in Pamekasan and authentic kobhung structures as purposive samples. Data collection methods included direct participatory observation in the field, in-depth interviews, visual documentation, and literature study. The main instrument was the researcher as a human instrument. Data analysis followed the Miles and Huberman model, which included data reduction, data presentation, and conclusion drawing with source triangulation validation and reliability through retesting. The results of this study describe Madurese kobhung as containing mathematical elements, namely straight/parallel lines, acute/obtuse/right angles, flat shapes (rectangles, isosceles triangles, trapezoids), congruence, geometric transformations, and the Pythagorean theorem in the pracik structure. The ethnomathematical study of kobhung in geometry learning shows that this traditional architecture can be used as a context for mathematics learning, so that the material taught becomes more contextual and has cultural meaning. This study is still limited to identifying ethnomathematical elements in the Madurese kobhung structure and has not examined its application and effectiveness in classroom learning. Therefore, the researchers recommend further research on its implementation in mathematics classroom learning.
Analysis of Students’ Readiness to Prepare Research Reports in Research Methodology Courses Mendrofa, Netti Kariani; Mendrofa, Ratna Natalia
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.v6i1.4599

Abstract

Students’ ability to prepare research reports is an important academic competence that must be developed as part of scientific literacy in higher education. A research report not only serves as the final product of learning in a research methodology course, but also reflects students’ readiness to understand research concepts, apply methodological procedures, and communicate research findings in a systematic and academically acceptable manner. In practice, students’ readiness to prepare research reports varies, even after they have completed a Research Methodology course. This study aimed to describe students’ readiness to prepare research reports in a Research Methodology course in terms of five aspects: methodological understanding, technical writing skills, academic readiness, psychological readiness, and learning support. This study employed a descriptive quantitative design involving 35 fifth-semester students in the Mathematics Education program. Data were collected using a four-point Likert-scale questionnaire consisting of 21 items, distributed online via Google Forms. Data were analyzed descriptively by calculating mean scores and categorizing students’ readiness levels. The results showed that, overall, students’ readiness was at a moderate level across all measured aspects. Learning support obtained the highest mean score, whereas technical skills for preparing research reports received the lowest. These findings indicate that strong learning support is not yet fully matched by students’ internal readiness. Therefore, this study recommends strengthening Research Methodology instruction by placing greater emphasis on research report writing practice, staged exercises, and continuous feedback.

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