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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 586 Documents
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Block Course Learning Approach in Thailand: Prospective Mathematics Teachers’ Perceptions Rahmalia, Nabila Firda
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.v6i1.4725

Abstract

This research is driven by the limited literature regarding the effectiveness of the block course learning model in mathematics teacher education, particularly in Thailand's international school context. While this model is known for its intensity, understanding of how prospective teachers perceive its practical implementation remains scarce. This study aims to describe the perceptions and experiences of the researcher as a prospective mathematics teacher regarding block course implementation at Yanyawit School, Thailand, with student learning outcomes as supporting evidence. A qualitative-dominant mixed-methods approach with a Sequential Exploratory design was employed. The qualitative phase explored pedagogical phenomena to provide a framework for the subsequent descriptive quantitative phase. The unit of analysis focused on the researcher's own experiences as a student teacher, supported by interviews with the deputy principal, mathematics teachers, and 29 MathayomTon 1 students selected via purposive sampling. Data were collected through participant observations during the internship period, semi-structured interviews, and mathematics final examination (UAS) documents validated by expert review. Qualitative thematic analysis revealed four emergent themes: 1) Institutional strategic rationale for curriculum integration, 2) Pedagogical strategies using mathematical play media, 3) Implementation barriers related to student fatigue during long sessions (60-120 minutes), and 4) Positive perceptions of academic impact. Descriptive statistical analysis of exam scores supported these findings, showing that the majority of students achieved moderate outcomes (60-79). Future research is recommended to conduct correlation tests between block course time intensity and conceptual retention, while developing diverse active teaching methods to mitigate learning fatigue during extended instructional durations.
Students’ Mathematical Problem-Solving Ability in Solving Quadratic Function Problems Yusuf Devan Nr; Lilis Marina Angraini; Astri Wahyuni; Putri Wahyuni
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 2 (2026): April - June 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i2.3450

Abstract

Problem-solving ability is a central component of mathematics learning because it enables students to understand problems, develop solution strategies, implement mathematical procedures, and evaluate the correctness of their answers. This study aimed to describe Grade 10 students’ mathematical problem-solving ability in solving quadratic function problems. A descriptive quantitative design supported by follow-up interviews was employed. The participants were 34 students from Class X.2 of SMA Negeri 3 Tualang. Data were collected through a mathematical problem-solving test and semi-structured interviews with six students selected to represent high, medium, and low levels of problem-solving ability. The test scores were categorized into three levels, and the interview data were used to clarify students’ solution processes. The findings showed that two students were classified in the high category with scores above 34.51, 25 students were classified in the medium category with scores ranging from 15.79 to 34.51, and four students were classified in the low category with scores below 15.79. Overall, students’ mathematical problem-solving ability in quadratic functions was categorized as medium. The interview results indicated that students mainly experienced difficulties in planning solution strategies and checking the correctness of their answers.
Correlation Between Self-Efficacy and Students’ Mathematical Communication Skills Nadila Destriani; Undang Indrajaya
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 2 (2026): April - June 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i2.4195

Abstract

This study is motivated by the low level of students’ mathematical communication skills and the suboptimal level of self-efficacy, both of which require special attention in the learning process. Mathematical communication skills are essential as they enable students to express and interpret mathematical ideas clearly, both orally and in writing. Self-efficacy plays an important role in shaping students’ confidence to actively participate, complete tasks, and express their opinions. This study aims to determine the relationship between self-efficacy and students’ mathematical communication skills using a quantitative approach with a correlational method. The participants were 25 eighth-grade students of SMPN 5 Tarogong Kidul selected through purposive sampling. The research instruments consisted of a self-efficacy questionnaire and a mathematical communication skills test based on the indicators of each variable. The data were analyzed using Pearson correlation analysis. The results showed a correlation coefficient of 0.544 with a significance value of 0.005, indicating a positive and significant relationship between self-efficacy and students’ mathematical communication skills. These findings suggest that higher levels of self-efficacy are associated with better ability in communicating mathematical ideas. This study also contributes by providing a comprehensive analysis supported by prerequisite statistical tests, thereby strengthening empirical evidence regarding the relationship between the two variables at the junior high school level. Therefore, affective aspects, particularly self-efficacy, need to be considered in improving the effectiveness of mathematics learning through supportive and interactive learning strategies.
The Role of Reflective Thinking in Enhancing Mathematical Problem-Solving Skills Valeria Zebua; Netti Kariani Mendrofa; Ratna Natalia Mendrofa; Sadiana Lase
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 2 (2026): April - June 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i2.4815

Abstract

This study was motivated by preliminary findings suggesting that students' mathematical problem-solving skills were deficient. Students encountered challenges in comprehending problem material, formulating solution strategies, executing problem-solving procedures, and evaluating their responses. This study sought to elucidate the function of reflective thinking in enhancing students' mathematical problem-solving capabilities concerning matrices. A descriptive qualitative methodology was utilised, employing 22 eleventh-grade students as participants in the research. Data were gathered by observation, assessments, interviews, and documentation, and were analysed through data reduction, data presentation, and conclusion formulation. The results indicated disparities in students' mathematical problem-solving proficiency across four tiers: extremely high (3 students; mean score = 85.4), high (4 students; mean score = 68.2), moderate (7 students; mean score = 51.7), and low (8 students; mean score = 29.9). This study was prompted by initial observations suggesting that students' mathematical problem-solving skills were deficient. Students encountered challenges in comprehending problem material, formulating solution strategies, executing problem-solving procedures, and evaluating their responses. This study sought to elucidate the function of reflective thinking in enhancing students' mathematical problem-solving skills concerning matrices. A descriptive qualitative methodology was utilised, employing 22 eleventh-grade students as participants in the research. Data were gathered by observation, assessments, interviews, and documentation, then analysed through data reduction, data presentation, and conclusion formulation. The results indicated discrepancies in students' mathematical problem-solving capabilities across four tiers: very high (3 students; mean score = 85.4), high (4 students; mean score = 68.2), moderate (7 students; mean score = 51.7), and low (8 students; mean score = 29.9). Students possessing advanced reflective thinking skills demonstrated a profound understanding of problems, the capacity to identify suitable techniques, rectify errors, and articulate their thought processes eloquently and logically. The findings suggest that reflective thinking significantly enhances pupils' mathematical problem-solving skills. As students' reflective thinking skill increases, their capacity to comprehend challenges, devise and execute suitable techniques, and independently, critically, and systematically assess and enhance their solutions improves.
Development of Interactive Learning Media with a Wordwall Platform to Improve Students' Mathematical Divergent Thinking Skills Carissa Aprilia; Netriwati Netriwati; Siska Andriani
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 2 (2026): April - June 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i2.3957

Abstract

Mathematical divergent thinking ability is one of the important skills of the 21st century that plays a role in developing students' problem-solving abilities. However, the results of pre-research indicate that students still have difficulty in linking mathematical concepts to real situations and consider mathematics as a difficult subject. This condition indicates the need for innovative, interactive, and interesting learning media to stimulate students' divergent thinking abilities. This study aims to develop a web-based interactive learning media Wordwall that is feasible, interesting, and effective in improving students' mathematical divergent thinking abilities in arithmetic and geometric sequences. This study uses a Research and Development (R&D) approach with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects were grade X students of SMA Ma'arif NU 5 Purbolinggo. Data were collected through interviews, questionnaires, and tests with a One Group Pretest-Posttest design. Data analysis was carried out descriptively quantitatively through feasibility, attractiveness, and effectiveness tests with N-Gain calculations. The results of the study showed that the developed media was declared feasible with an assessment of 90.17% from material experts, 97.2% from test experts, and 90.625% from media experts, with a validation of the media's feasibility reaching 96.42%. Student responses reached 92% with a very interesting category, and the N-Gain analysis of the posttest results showed an increase in the average score of students compared to the pretest with an N-Gain value of 0.53 in the small group test and 0.62 in the large group in the "Medium" category. This study recommends the Wordwall web as an innovative learning medium to foster creativity and improve divergent thinking skills.
A Video-Assisted Flipbook-Based E-Module to Enhance Mathematical Critical Thinking Skiils Thea Suci Wulandari; Rizki Wahyu Yunian Putra; Abi Fadila
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 2 (2026): April - June 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i2.3986

Abstract

Mathematical critical thinking ability is one of the important competencies in mathematics learning that must be possessed by 21st-century students. However, the results of the study indicate that students' mathematical critical thinking ability is still low and the teaching materials used are less varied, so that learning is less than optimal. Therefore, this study aims to develop a video-assisted flipbook-based e-module to improve mathematical critical thinking ability. This study uses the Research and Development (R&D) method with the ADDIE model which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The subjects of the study were eighth-grade students at SMP Negeri 1 Sidomulyo, with classes selected using the Cluster random sampling technique. Data were collected through interviews, validation questionnaires, interestingness questionnaires and tests with a One Group Pretest-Posttest design. The test instrument was compiled based on indicators of critical thinking ability which include interpretation, analysis, evaluation, and inference. The results of the feasibility test by the material expert validator were 3.73, and the media expert validator were 3.37 with the criteria of "valid". The students' responses in the small group test were 3.39 and the large group 3.48 with the criteria of "very interesting". The N-Gain result of 0.72 with the category of "high" and the effect size of 0.74 with the category of "moderate" indicates that the e-module is effective and has a strong influence in improving mathematical critical thinking skills. Thus, the video-assisted flipbook-based e-module is feasible, interesting, and effective in improving mathematical critical thinking skills.
Enhancing Students’ Mathematical Communication Skills through Reciprocal Teaching Jeprizal Jeprizal; Zulfah Zulfah; Astuti Astuti
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 2 (2026): April - June 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i2.4729

Abstract

Mathematical communication is a key competence in mathematics learning because it enables students to express ideas, justify reasoning, and represent mathematical thinking clearly. This study examined the effect of Reciprocal Teaching on eighth-grade students’ mathematical communication skills at SMP Negeri 1 Bangkinang. A quasi-experimental design with a nonequivalent control group was employed. The participants were divided into an experimental group taught through Reciprocal Teaching and a control group taught through conventional instruction. Data were collected using pretest and posttest measures of mathematical communication skills. The results showed that the experimental group obtained a higher posttest mean score (83.65) than the control group (72.67). The independent samples t-test indicated a significant difference between the two groups, p < .001. The N-gain score of the experimental group was high (0.73), whereas that of the control group was moderate (0.54). The effect size was also large (Cohen’s d = 1.528), indicating that Reciprocal Teaching had a substantial effect on students’ mathematical communication skills. These findings suggest that Reciprocal Teaching can be used as an instructional approach to support mathematical communication in junior secondary mathematics classrooms.
Effect of Culturally Responsive Teaching through The Garut Dodol Context on Mathematical Problem-Solving Ability Serly Agustina Hendarman; Edi Hidayat; Depi Setialesmana
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 2 (2026): April - June 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i2.4780

Abstract

The low level of students’ mathematical problem solving ability remains a significant challenge in mathematics education, particularly when instructional processes are abstract and fail to connect mathematical concepts with cultural contexts relevant to students’ daily lives. In this regard, the traditional food Dodol Garut is utilized as an ethnomathematical context, as its production process involves sequential and interrelated stages that represent the concept of composite functions and align with students’ real-life experiences. This study aims to examine: (1) the effect of the Culturally Responsive Teaching (CRT) approach through the context of Dodol Garut on students’ mathematical problem solving ability, and (2) the percentage distribution of students’ mathematical problem solving ability across high, medium, and low categories after the implementation of the CRT approach.This research employed a quasi-experimental method with a Posttest-Only Control Group Design. The population consisted of eleventh-grade students at SMAN 18 Garut. Using cluster random sampling, two classes were selected: class XI-4 as the experimental group and class XI-5 as the control group. The research instrument was a mathematical problem-solving test based on the indicators proposed by Krulik and Rudnick, which had been validated in terms of content validity and reliability. Data were analyzed using the Shapiro–Wilk normality test, the Mann–Whitney U test, and effect size calculation. The results indicated a Z value of 2.149 with an effect size (η²) of 0.0624, which falls into the medium category. Descriptively, 67.57% of students were categorized as high, 29.73% as medium, and 2.70% as low in their mathematical problem solving ability. The novelty of this study lies in the integration of traditional food context within CRT-based mathematics learning. 
Ethnomathematics-Based Contextual Learning to Improve Students’ Mathematical Reasoning Ability Nuraimah Suharto; Sukmawati Sukmawati; Muhammad Assaibin
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 2 (2026): April - June 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i2.5005

Abstract

Mathematical reasoning is a key component of mathematics learning because it enables students to develop logical, critical, and systematic thinking. However, students’ reasoning ability often remains underdeveloped when instruction focuses mainly on procedures and provides limited opportunities to connect mathematical concepts with real-life contexts. This study examined the improvement of students’ mathematical reasoning ability through ethnomathematics-based contextual learning. A quantitative pre-experimental design with a one-group pretest-posttest model was employed. The participants were fifth-grade students at SDN 002 Campalagian in the 2025/2026 academic year. Data were collected using an essay-based mathematical reasoning test and an observation sheet of students’ learning activities. The data were analyzed using descriptive statistics, N-Gain analysis, and a paired-sample t-test. The findings showed that students’ mathematical reasoning ability improved after the implementation of ethnomathematics-based contextual learning. The N-Gain results indicated a moderate to high level of improvement, and the paired-sample t-test showed a statistically significant difference between the pretest and posttest scores. Observation data also indicated that students were actively engaged during the learning process. These findings suggest that ethnomathematics-based contextual learning can support the development of students’ mathematical reasoning ability by linking mathematical ideas to meaningful cultural and real-life contexts. This approach can be considered an alternative instructional strategy for promoting more meaningful mathematics learning in elementary classrooms.
Effectiveness of Ethnomathematics Learning with Taekwondo Basic Techniques in Understanding the Concept of Geometry for Junior High School Students Ayu Septia Ningrum; Moh. Zayyadi; Fetty Nuritasari; Sri Indriati Hasanah
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 2 (2026): April - June 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i2.4488

Abstract

The understanding of geometry concepts among junior high school students remains relatively low due to the abstract and teacher-centered nature of mathematics learning, which emphasizes formula memorization rather than meaningful conceptual understanding, making it difficult for students to connect geometry concepts with real-life contexts; therefore, an innovative and contextual learning approach, such as ethnomathematics-based learning, is needed. This study presents a novel approach by integrating ethnomathematics with basic taekwondo techniques through a systematic mapping of geometric concepts into structured taekwondo movement patterns, where kicking and stance positions represent angle types and measures, body turns illustrate rotational transformations, balanced stances demonstrate symmetry, and sequential movement patterns model basic geometric transformations. This research was conducted to evaluate the impact of integrating ethnomathematics instruction with fundamental taekwondo techniques on the understanding of geometric concepts among seventh graders at SMP Negeri 7 Pamekasan. The study utilized a quantitative approach with an experimental methodology featuring 40 students, who were split into two groups: an experimental class (VIIA) and a control class (VIIB), with each consisting of 20 students. Data collection involved pretests and posttests through written assessments and a validated questionnaire for student responses. The analysis of the data was executed using descriptive statistics, the N-Gain test, a homogeneity test, and a t-test. Findings revealed that the implementation of ethnomathematics education grounded in basic taekwondo techniques was significantly more effective in enhancing students’ comprehension of geometric concepts compared to traditional teaching methods.

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