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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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Playing, Moving, and Thinking: Game-Based Outdoor Learning to Mathematical Problem-Solving Ability Sari, Rani Puspita; 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.v6i1.4699

Abstract

The low level of students’ mathematical problem-solving ability, particularly in learning linear equations in one variable, is influenced by monotonous conventional instruction, making it necessary to adopt a more effective and engaging learning approach to improve this ability. However, empirical studies examining the implementation of game-based outdoor learning to enhance mathematical problem-solving ability in linear equations in one variable at the junior high school level remain limited. Accordingly, this study aims to examine the improvement in mathematical problem-solving ability of VIII students after the implementation of game-based outdoor learning. The research participants were 24 students of class VIII B at a junior high school in Jambi City, selected using a cluster random sampling technique. This study adopted a quantitative descriptive method with a pre-experimental One-Group Pretest–Posttest Design. Students’ improvement in mathematical problem-solving ability was analyzed using N-gain, which was classified into high, moderate, and low categories. Based on the N-gain analysis, of the 24 students involved, 4 students showed a high level of improvement, 14 students demonstrated moderate improvement, and 6 students exhibited low improvement in mathematical problem-solving ability These findings contribute empirical evidence supporting the implementation of game-based outdoor learning to improve junior high school students’ mathematical problem-solving ability in linear equations in one variable.
Development of an Instrument to Measure Problem Solving and Numeracy Literacy Based on Ethnomathematics Sakarti, Hanuri; Rahmawati, Dian
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.v6i1.4738

Abstract

Problem solving and numeracy literacy are essential competencies in 21st-century mathematics education, as they require students to understand, apply, and interpret mathematical concepts in real-world contexts. However, school assessments remain predominantly procedural and have not comprehensively measured these competencies. This study aimed to develop a contextual essay-based test instrument grounded in ethnomathematics to assess senior high school students’ problem solving and numeracy literacy skills. This research employed a research and development (R&D) method, including needs analysis, test blueprint design, item development, expert validation, limited field testing, and item analysis using the Classical Test Theory approach supported by SPSS. The trial involved 28 twelfth-grade students of SMA Negeri 1 Ketapang. The results showed that the instrument demonstrated very high content validity (average 95.31%) and empirical validity, as student responses reflected the indicators of problem solving and numeracy literacy based on the analytic rubric. The reliability coefficients were very high, with Cronbach’s Alpha values of 0.907 for problem solving and 0.918 for numeracy literacy. All items were categorized as having moderate difficulty levels and good to very good discrimination indices. The novelty of this study lies in the simultaneous integration of Polya’s problem-solving stages and the PISA numeracy framework into an empirically validated assessment instrument based on local ethnomathematical contexts. This instrument provides a more contextual and authentic alternative for assessing higher-order thinking skills in mathematics.
Effect of Inquiry Learning and Culturally Responsive Teaching and Mathematical Problem Solving Budiarsih, Wiska Adhwaa; Patmawati, Hetty; Madawistama, Sri Tirto
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.v6i1.4741

Abstract

The low level of students’ mathematical problem-solving ability remains a major issue in mathematics learning, particularly when instructional practices fail to actively engage students and to integrate cultural contexts relevant to their daily lives. This study was motivated by the limited integration of the Inquiry Learning Model with the Culturally Responsive Teaching (CRT) approach, especially within Islamic boarding school settings, and by the suboptimal achievement in solving problems related to the System of Linear Equations in Three Variables. This research aimed to examine (1) whether there is a significant effect of the Inquiry Learning Model integrated with CRT on students’ mathematical problem-solving ability, and (2) the magnitude of such an effect. A quasi-experimental method with a posttest-only control group design was employed. The population consisted of all tenth-grade female students of SMA Terpadu Riyadlul ‘Ulum in the 2025/2026 academic year. Samples were selected through purposive sampling and cluster random sampling, resulting in class X-1 as the experimental group and class X-4 as the control group. The instrument was an essay test constructed based on Polya’s four problem-solving indicators and validated by experts. Data were analyzed using the Shapiro–Wilk normality test, Levene’s homogeneity test, Independent Samples t-test, and coefficient of determination. The findings revealed a significant difference between the experimental and control groups (p = 0.000 < 0.05). The coefficient of determination (R² = 0.436) indicates that 43.6% of the variance in mathematical problem-solving ability was explained by the applied learning model, which falls into a moderate effect category. Thus, the integration of the Inquiry Learning Model with the CRT approach significantly enhances students’ mathematical problem-solving ability and is recommended as an effective contextual learning alternative in mathematics education.
Development of the Silindar E-Module Based on Problem Based Learning with a STEM Approach on SPLDV to Enhance Students Problem Solving Skills Tamam, Muhammad Farkhan; Suprayitno, Iswahyudi Joko; Purnomo, Eko Andy
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.v6i1.4752

Abstract

Mathematics learning in schools should be able to optimally stimulate these higher-order thinking skills to meet the demands of 21st-century competencies. However, conditions in the field show that learning still tends to be teacher-centered and the availability of contextual teaching materials is limited. This condition triggers students' difficulties in formulating mathematical models, especially in the SPLDV material, so that students' problem-solving abilities are not optimally honed. This development research is specifically limited to the objective of developing and testing the level of validity and practicality of the Silindar E-Module on SPLDV material based on Problem Based Learning (PBL) and the STEM approach. The method used is development research with the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. Data collection uses validation sheets from media experts and material experts, as well as questionnaire responses from teachers and students. The results of the study show that the Silindar E-module meets the criteria of being very valid in terms of design and material substance with an average overall validity score of 3.68 consisting of a media expert assessment of 3.76 and a material expert assessment of 3.60. The Silindar E-module was also declared very practical when applied in learning based on an average combined practicality of 3.56 with the results of the teacher response questionnaire with an average of 3.73 and a student response of 3.39. These findings confirm that the Silindar E-module is suitable for use as an interactive learning tool to facilitate the improvement of students' mathematical problem-solving abilities and support the implementation of the independent curriculum.
Development of Assessment-Oriented E-LKPD Media for Learning to Train Mathematical Problem-Solving Skills Ramdani, Dadan; Apiati, Vepi; Nugraha, Depi Ardian
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.v6i1.3617

Abstract

Students limited mathematical problem-solving ability is often related to the lack of learning media that can provide continuous feedback throughout the thinking process. This study addresses that gap by developing an electronic student worksheet (E-LKPD) based on Assessment for Learning (AfL) for one-variable linear inequalities. The novelty of this study lies in integrating AfL principles with an automated feedback system that supports reflection, enables students to identify errors, and helps them overcome difficulties independently. This feature distinguishes the product from conventional E-LKPDs, which generally do not provide structured and continuous feedback. The study used a research and development approach with the PPE model, consisting of Planning, Production, and Evaluation. Planning involved needs and curriculum analysis, Production covered storyboard design and product development using wizer.me, and Evaluation included expert validation and field trials. The participants in the implementation stage were 30 eighth-grade students of SMPN 4 Tasikmalaya. The instruments included validation questionnaires, student response questionnaires to assess practicality, and a test of mathematical problem-solving ability to measure effectiveness. Data were analyzed quantitatively and qualitatively using Aiken’s V, percentages, mean scores, N-gain, and Cohen’s d. The results showed that the developed E-LKPD was valid, with Aiken’s V scores of 0.91 from media experts and 0.92 from material experts. The media was also effective in improving students’ mathematical problem-solving ability, as indicated by a medium N-gain of 0.35 and a large effect size of 3.63. These findings indicate that AfL-based E-LKPD is feasible, practical, and effective for supporting mathematics learning in digital environments.
Determinants of Students’ Mathematics Achievement: The Roles of Critical Thinking, Self-Efficacy, and Metacognitive Awareness Through Achievement Motivation Sadat, Anwar; Alam, Syamsu; Ma'rufi, Ma'rufi; Taufiq, Taufiq
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.v6i1.4128

Abstract

This study examines whether students’ internal factors, namely critical thinking ability, self-efficacy, and metacognitive awareness, contribute to mathematics achievement directly and indirectly through achievement motivation. This study therefore aimed to analyze the direct and indirect effects of critical thinking ability, self-efficacy, and metacognitive awareness on mathematics achievement through achievement motivation among 121 eighth-grade students. A quantitative ex post facto design was employed, and the data were analyzed using path analysis to investigate the proposed causal relationships. Descriptive findings showed that students’ critical thinking ability was at a moderate level (M = 75.6), self-efficacy was high (M = 61.5), metacognitive awareness was high (M = 89.3), and achievement motivation was moderate (M = 58.4). However, mathematics achievement was also only at a moderate level (M = 59.6). The results revealed that critical thinking ability had a significant direct effect on mathematics achievement (β = 0.1470, p = 0.045). By contrast, self-efficacy (β = -0.0906, p = 0.785), metacognitive awareness (β = 0.0927, p = 0.561), and achievement motivation (β = 0.3753, p = 0.141) did not show significant direct effects on mathematics achievement. In the first path model, only self-efficacy (β = 0.9256, p < 0.001) and metacognitive awareness (β = 0.1274, p = 0.027) significantly predicted achievement motivation. Overall, the model explained only 3.07% of the variance in mathematics achievement (R² = 0.0307). These findings indicate that critical thinking ability is the only variable in the model that significantly predicts mathematics achievement, while other factors outside the model may have a more substantial role.
Development of Bilingual Teaching Materials for Logical Reasoning Through Visual Studio Code Sabina, Mutiara Ani; Netriwati, Netriwati; Ambarwati, Riyama; Nendra, Fadly
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.v6i1.4423

Abstract

The demands of 21st-century learning emphasize strengthening logical reasoning and digital literacy, while schools and Islamic boarding schools still lack technology-based bilingual teaching materials that are proven to be valid, practical, and effective..This study aims to develop and test the feasibility, practicality, and effectiveness of bilingual teaching materials (Indonesian and Arabic) on the subject of Two-Variable Linear Equation Systems (SPLDV) through Visual Studio Code (VS Code) to improve students' mathematical logical reasoning. This research is motivated by the low ability of students' mathematical logical reasoning and the limitations of innovative learning resources that integrate bilingual aspects and digital technology. The method used is Research and Development (R&D) with the ADDIE model, implemented on grade VIII students at Darul Falah Islamic Boarding School and Nashihuddin Islamic Junior High School in Bandar Lampung. The results of the study show that the teaching materials developed are declared Very Valid/Very Appropriate based on expert assessments (material experts 96.88%, media experts 87.5%, and language experts 100%) and are considered Interesting (practical) by students with an average positive response above 80%. Furthermore, the effectiveness test proved that the use of bilingual teaching materials based on Visual Studio Code was significant in improving mathematical logical reasoning, as evidenced by the average N-gain value which was in the medium category (Small Trial 0.563 and Large Trial 0.596). Thus, it can be concluded that bilingual teaching materials through Visual Studio Code are feasible, practical, and effective to be used as a learning innovation to improve students' mathematical logical reasoning abilities.
Effect of Conceptual, Understanding, Procedural, and Problem-Based Learning Models Using a Contextual Approach on Students’ Conceptual Understanding Skills Fitriana, Tiara; Huda, Nizlel; Syafmen, Wardi
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.v6i1.4433

Abstract

Mathematical conceptual understanding is one of the key competencies that students must possess in mathematics learning, as it enables them to connect concepts, explain procedures, and apply mathematical knowledge in various problem-solving situations. However, in classroom practice, students’ mathematical conceptual understanding remains relatively low, indicating the need for instructional models that can facilitate more meaningful learning. This study was motivated by the low level of mathematical conceptual understanding among seventh-grade students at SMP Negeri 7 Muaro Jambi. It aimed to determine whether the Conceptual Understanding Procedures (CUPs) learning model with a contextual approach and Problem-Based Learning (PBL) with a contextual approach influenced the mathematical conceptual understanding of seventh-grade students at SMP Negeri 7 Muaro Jambi in the 2025/2026 academic year. This study employed a quantitative approach with a quasi-experimental method using a pretest-posttest control group design. The population consisted of all seventh-grade students at SMP Negeri 7 Muaro Jambi during the 2025/2026 academic year, and the sample was selected through simple random sampling. The research instruments included a test of students’ mathematical conceptual understanding and an observation sheet used to assess the implementation of the learning process. The test was administered before and after the instructional treatment. Based on the N-gain analysis followed by a one-way ANOVA, the findings revealed a significant difference in the effects of the CUPs and PBL models with a contextual approach on students’ mathematical conceptual understanding. Further analysis showed that students taught using the CUPs and PBL models achieved significantly different mean scores in mathematical conceptual understanding compared with those taught using the Direct Instruction model.
Learning Design for Translation Concepts Using Bola Kasti Games Mariela, Anadia Muli; Zulkardi, Zulkardi; Susanti, Ely; Meryansumayeka, Meryansumayeka
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.v6i1.4383

Abstract

Students often struggle to grasp geometric transformation concepts, particularly translation. Although some students can recognize object movement visually, conceptual misconceptions persist in interpreting the meaning of displacement, along with difficulties in representing movement visually using Cartesian diagrams. This condition indicates the need for a more contextually and meaningfully grounded learning approach that connects mathematical concepts with activities familiar to students. In this study, the traditional game of bola kasti is employed as an effective learning medium, serving as a cultural activity that is relevant and closely related to students’ experiences. The traditional bola kasti game functions not merely as a contextual illustration but is systematically designed as a conceptual transition tool that bridges physical activities and formal coordinate representations in the concept of translation. This research aims to develop a learning trajectory using the PMRI approach, incorporating the context of the bola kasti game to support students in constructing a deep understanding of the concept of translation. The research employed a design research methodology with a validation study type, involving 32 ninth-grade students from SMP Negeri 52 Palembang. Data collection techniques included student activity sheets, classroom observations, and interviews, which were analyzed descriptively using a qualitative approach. The findings indicate that the Actual Learning Trajectory (ALT) aligns with the designed Hypothetical Learning Trajectory (HLT). Therefore, the developed HLT is considered successful and contributes to the development of a Local Instructional Theory (LIT) in enhancing students’ conceptual understanding progressively, as demonstrated by students’ ability to identify the direction and magnitude of translation and to represent translations using Cartesian diagrams through the PMRI approach with the context of the bola kasti game in translation learning.
Exploring the Potential for Learning Mathematics at the Geger Hanjuang Inscription Site Through Outing Class Activities Putri, Rizqy Amelia; Prabawati, Mega Nur; Yulianto, Eko
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.v6i1.4388

Abstract

This study aims to analyze how problem posing based on the Geger Hanjuang Inscription artifacts elicits Bishop's six activities and to identify the types of mathematical ideas generated by students. The learning intervention was carried out through outing class activities, where students observed the inscription artifacts, conducted measurements and sketches, formulated mathematical questions based on their findings, and solved the problems posed. Using a descriptive and exploratory qualitative research design, this study examined how students interacted with cultural artifacts and processed them into meaningful mathematical ideas. Data were collected through observations, field notes, documentation, and student work, then analyzed using Bishop's six mathematical activities framework. Furthermore, the researcher triangulated sources to validate the validity of the data. The research findings indicate that cultural artifact-based learning has the potential to facilitate the emergence of various mathematical activities in students in contextual learning contexts such as measuring, designing, calculating, allocating, and explaining. Through tasks based on local culture, students demonstrated increased curiosity, contextual reasoning skills, and the ability to formulate mathematical problems independently. This study contributes by demonstrating the integration of ethnomathematics, problem posing and direct experience-based learning at cultural sites as a strategy to elicit students' mathematical activities.

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