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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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Implementation of Differentiated Instruction in the Merdeka Curriculum to Enhance Critical and Creative Thinking Dimensions Dona Dinda Pratiwi; Riyama Ambarwati; Fitri Adelia Puspa
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.v6i2.4437

Abstract

The diversity of students’ abilities, interests, and learning styles requires adaptive learning strategies, making differentiated instruction a relevant approach to explore in greater depth. This study aims to examine the implementation of differentiated instruction within the Merdeka Curriculum regarding the critical and creative thinking dimensions of the Pancasila Student Profile at SMP Negeri 1 Anak Ratu Aji.  Data collection was conducted through observation, in-depth interviews, Focus Group Discussions (FGDs), and documentation, with the research subjects being mathematics teachers and students. Data analysis utilized the General Inductive Analysis (GIA) technique with triangulation to ensure data validity. The research results indicate that teachers have implemented differentiated instruction by adapting content, processes, and products to students’ readiness, interests, and learning profiles, thereby enhancing the critical and creative thinking dimensions within the Pancasila student profile. This is evident in increased student engagement, the ability to articulate ideas, and creativity in completing tasks. However, implementation still faces challenges in the form of time constraints, teachers’ workloads, and variations in students’ abilities to understand diverse learning instructions. Therefore, teachers need to enhance their capacity in designing differentiation-based formative assessments; educational institutions can integrate differentiation training into in-service training programs; and further research can develop differentiation-based assessments of critical and creative thinking.
Effect of the Nearpod-Assisted Read, Observe, Auditory, Review (ROAR) Learning Model on Mathematical Literacy Skills Inka Mayelda Putri; Siska Andriani; Ana Risqa JL
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.v6i2.4611

Abstract

Mathematical literacy is a crucial competency that students must possess to meet the demands of increasingly complex mathematics learning. However, based on preliminary study results, students’ mathematical literacy skills have not yet reached optimal levels. This situation prompted the researchers to conduct a study by implementing the Read, Observe, Auditory, Review (ROAR) learning model supported by the Nearpod interactive platform. This study aims to determine the effect of implementing the Nearpod-assisted ROAR learning model on students’ mathematical literacy skills. The research method used was an experimental method of the quasi-experimental type. The study population comprised all ninth-grade students at SMP Islam Tias Bangun, consisting of three classes. Sampling was conducted using cluster random sampling, resulting in two classes selected as the study sample: an experimental class with 23 students and a control class with 25 students. The experimental class received instruction using the Nearpod-assisted ROAR learning model, while the control class used the Direct Instruction model. The research instrument consisted of a mathematical literacy test in the form of essay questions that had been tested for validity, reliability, difficulty level, and discriminative power. Data analysis was conducted through prerequisite tests, namely normality and homogeneity tests, as well as hypothesis testing using the Independent Sample T-Test with a significance level of 5%. The results of the data analysis indicate that the use of the NearPod-assisted ROAR learning model has a significant effect on students’ mathematical literacy skills.  The novelty of this study lies in the integration of the ROAR learning model with the Nearpod interactive medium to encourage active student engagement and develop students’ mathematical literacy skills
Influence of Busy Book Media on Learning Outcomes of Students with Intellectual Disabilities in Addition Operation Ria Frestika Sari; Purna Bayu Nugroho
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.v6i2.4631

Abstract

Mathematics learning for students with intellectual disabilities needs to be designed in a simple and easy-to-understand manner, especially on basic materials such as addition operations. However, the learning outcomes of students with intellectual disabilities at Sukamaju Special Needs School (SLBN) on addition operations are still below the Minimum Completion Criteria (MCC), so appropriate learning media are needed to improve student understanding. One of the media that can be used is Busy Book. The study was intended to see whether there is an effect of using Busy Book media on the learning outcomes of students with intellectual disabilities in addition operations at Sukamaju Special Needs School (SLBN). The research method used was a pre-experimental with a one-group pretest-posttest design. The population of this study was all students with intellectual disabilities at Sukamaju Special Needs School (SLBN) in the 2025/2026 academic year. The research sample was determined using a cluster random sampling technique, so that grade 10 students were selected as the research sample. The research instrument was an essay test on addition operations, which had been tested for validity and reliability before being used. The t-test results showed a calculated t value of 6.555 and a calculated t table of 1.8596, which means that the calculated t value is greater than the t table. The results of the study indicate that the Busy Book media influences the learning outcomes of mentally retarded students on the addition arithmetic operation material. This finding indicates that the manipulative and visual Busy Book media is an effective alternative learning media to help students with mental retardation understand basic mathematical concepts.
Effect of Wordwall-Assisted Numbered Heads Together on Junior High School Students’ Mathematical Conceptual Understanding Elviza Dwi Wahyuni; Kasman Ediputra; Adityawarman Hidayat
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.v6i2.4753

Abstract

Students’ mathematical conceptual understanding remains an important concern in junior high school mathematics learning. Inadequate conceptual understanding may lead to students’ difficulties in connecting mathematical concepts and solving mathematical problems. Learning that involves collaboration and the use of interactive media is considered capable of promoting students’ active engagement. This study aims to examine the effect of the Wordwall-assisted Numbered Heads Together (NHT) learning model on students’ mathematical conceptual understanding of exponents. This study employed a quantitative approach with a quasi-experimental design using a nonequivalent control group design. The research subjects were Grade VIII junior high school students consisting of an experimental class and a control class. The research instrument was a mathematical conceptual understanding test developed based on four indicators: restating concepts, classifying objects, representing concepts in various forms, and applying concepts in problem solving. The data were analyzed using an independent samples t-test. The results showed a significant difference between the mathematical conceptual understanding of students taught using the Wordwall-assisted NHT model and those taught using conventional instruction. The Wordwall-assisted NHT model had a positive effect on improving students’ mathematical conceptual understanding, as indicated by the higher posttest mean score of the experimental class (62.08) compared with the control class (51.68), with a Sig. (2-tailed) value of 0.017 < 0.05. These findings indicate that cooperative learning supported by interactive media can serve as a strategic alternative for improving the quality of junior high school mathematics learning.
Influence of Digital Literacy on the Critical Thinking Ability of Mathematics Education Students in Evaluating Digital Information Syamsinar Syamsinar; Fadhilah Nur Sa’diyyah; Mulyana Mulyana
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.v6i2.4877

Abstract

Students’ critical thinking skills in assessing digital information have not yet developed optimally. This study aims to analyze the relationship between digital literacy and the critical thinking ability of mathematics education students in evaluating digital information. The research employed a quantitative approach with a correlational design. The participants consisted of 120 students from the Department of Mathematics Education at Universitas Negeri Makassar, selected through purposive sampling. The research instruments included a digital literacy questionnaire measuring aspects of access, evaluation, verification, and utilization of digital information, as well as a critical thinking test assessing information analysis, source credibility evaluation, information verification, and conclusion drawing. The validity test results indicated that all instrument items had validity coefficients above 0.30 and were therefore considered valid, while the reliability test results showed Cronbach’s Alpha values of 0.87 for the digital literacy questionnaire and 0.82 for the critical thinking test, indicating that both instruments were reliable. Data were analyzed using descriptive statistics and simple linear regression analysis. The findings revealed that students’ digital literacy was categorized as high, whereas their critical thinking ability was categorized as moderate based on the predetermined score intervals. Regression analysis demonstrated that digital literacy had a positive and significant predictive relationship with students’ critical thinking ability (β = 0.48; p < 0.001), contributing R² = 0.32. This study recommends integrating digital literacy into mathematics learning through activities involving source evaluation, information analysis, and evidence-based argumentation to support the development of students’ critical thinking skills.
Integration of Artificial Intelligence in Microteaching and it’s Impact on Self-Confidence and Anxiety in Teaching Students Laila Fitria Ulma; Nazwa Devina Hoerunnissa; Netriwati Netriwati; Anita Humaida Kulsum; Fadly Nendra
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.v6i2.4892

Abstract

In this study, the integration of AI in microteaching was operationalized through the use of AI-based technologies in lesson planning, instructional material development, teaching practice simulations, and automated feedback provision. However, mathematics education students still face psychological challenges, particularly related to self-confidence and teaching anxiety during teaching practice. This study aimed to analyze the relationship between AI integration in microteaching and the teaching self-confidence and teaching anxiety of mathematics education students. The research employed a quantitative approach with an ex post facto design and involved 103 students from the Mathematics Education Study Program at UIN Raden Intan Lampung as respondents. Data were collected through questionnaires and analyzed using statistical software through two separate simple linear regression models, namely to examine the relationship between AI integration (X) and teaching self-confidence (Y₁), and between AI integration (X) and teaching anxiety (Y₂). The results showed that AI integration had a positive and significant relationship with teaching self-confidence, with a coefficient of determination of R² = 0.414. In contrast, AI integration demonstrated a negative and significant relationship with teaching anxiety, with a coefficient of determination of R² = 0.088. The novelty of this study lies in its examination of AI integration in microteaching by simultaneously investigating the aspects of teaching self-confidence and teaching anxiety among prospective mathematics teachers. The findings imply that the utilization of AI in microteaching can support the pedagogical and psychological readiness of prospective teachers in the context of 21st-century education.
Development of PISA-Type Mathematics Questions with Change and Relationship Content Based on the Jambi Context Wika Septiani; Yelli Ramalisa; Feri Tiona Pasaribu; Agun Sutrianto
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.v6i2.4909

Abstract

This study aims to describe the development process and determine the quality of PISA-type mathematics questions on the Change and Relationship content using the Jambi context for junior high school students in terms of validity, practicality, and effectiveness. This study uses the Research and Development (R&D) method by applying the ADDIE model proposed by Branc. The ADDIE model consists of five stages, namely analysis, design, development, implementation, dan evaluation. The research subjects were grade VIII II students of SMPs Pelita Raya Jambi. However, this research was carried out up to the development stage in accordance with the research objective, which was to produce an initial product in the form of validated PISA-type mathematics questions. The resulting product was 15 PISA-type mathematics questions that measured the ability to formulating, employing, and interpreting according to the PISA framework by integrating the cultural and environmental context of Jambi to make it more meaningful for students. PISA-type mathematical questions on the Change and Relationship content based on the Jambi context that were developed are declared valid, practical, and effective to be used as an alternative evaluation instrument foor mathematics learning at the junior high school level.
Relationship between Self-Confidence and Teaching Anxiety and Pre-Service Teachers’ Perceptions of their Teaching Skills Dwi Lestari; Oki Uliasari; Mutiea Dwi Artika Sari; Netriwati Netriwati; Fadly Nendra
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.v6i2.4938

Abstract

Mastery of subject matter is not the only factor in pre-service teachers’ views of their instructional abilities. Psychological factors, including self-confidence and teaching anxiety are also presumed to be associated with perceived teaching skills, particularly in microteaching activities. So, this study aimed to look at how self-confidence, teaching anxiety, and pre-service teachers' views on their own teaching abilities are connected. This study used a quantitative method and followed a correlational research design. The group included 60 future teachers from Raden Intan State Islamic University in Lampung who had finished the microteaching course and were chosen through purposeful sampling. Data was gathered using questionnaires with a Likert scale, which had already been checked to make sure they were valid and reliable. The tests to check if the questionnaire questions were valid and reliable showed that all the items were both valid and reliable, with Cronbach’s Alpha scores of 0.907, 0.949, and 0.979. The data were checked for normality, and then a Spearman’s rank correlation was used to analyze the relationships because the data did not follow a normal distribution. The results showed that there was not a strong connection between self-confidence and how people see their teaching skills (rₛ = 0.033, p = 0.804), and also no strong link between teaching anxiety and how people see their teaching skills (rₛ = −0.203, p = 0.121). Also, there wasn't a strong connection between self-confidence and teaching anxiety (rₛ = −0.210, p = 0.106). The correlation coefficients showed that the connections between the variables were either very weak or weak, and some were positive while others were negative. This study is new because it shows that self-confidence and teaching anxiety are not the main things that affect how pre-service teachers see their own teaching abilities. The findings indicate that having real teaching experience, knowing the subject well, and being prepared to teach are the main factors that influence how people see teaching abilities. So, this study shows that improving the quality of future teachers should not just focus on their mental health but also on building their teaching skills and giving them more real classroom experience.
Effect of Canva Based Project Based Learning on Students’ Mathematical Thinking Skills Nur Afifah; Poppy Rachman; Athar Zaif Zairozie
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.v6i2.4944

Abstract

Mathematics instruction on plane figures often remains procedural and has not optimally developed students’ mathematical thinking skills, particularly reasoning, representation, and problem solving. This condition highlights the need for instructional innovation that encourages students to engage actively in constructing meaningful mathematical concepts. This study aimed to analyze the implementation of instruction and examine the effect of Canva-assisted Project-Based Learning (PjBL) on students’ mathematical thinking skills. A quantitative approach was employed using a quasi-experimental nonequivalent control group design. The participants were 40 seventh-grade students at MTs Nurul Hasan, consisting of an experimental group and a control group, with 20 students in each group. Data were collected through pretest-posttest assessments and classroom observations, and were analyzed using t-tests, N-gain, and effect size. The results showed that the implementation of the learning process was categorized as good. A significant difference was found between the experimental and control groups (p < 0.05). The average score of the experimental group increased from 47.00 to 84.25, with an N-gain of 0.70, which was categorized as high, and an effect size of 1.81, indicating a very large effect. These findings indicate that Canva-assisted Project-Based Learning has a strong effect on students’ mathematical thinking skills. The novelty of this study lies in positioning Canva as a medium for supporting concept construction within Project-Based Learning.
Effect of a Contextual Teaching and Learning Models Based on Islamic Boarding School Culture on Students' Understanding of Mathematical Concepts Firda Novita; Poppy Rachman; Athar Zaif Zairozie
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.v6i2.4950

Abstract

The purpose of this study is to analyze the impact of using a Contextual Teaching and Learning (CTL) model based on islamic boarding school culture on students’ understanding of mathematical concepts in the topic of arithmetic sequences and series. The study employed a quantitative approach using a quasi-experimental nonequivalent control group design. The research subjects consisted of 39 eleventh-grade students at MA Nurul Hasan Maron Probolinggo, selected using purposive sampling, comprising an experimental class and a control class. Data collection was conducted through pretests and posttests, then analyzed using descriptive statistics, normality tests, homogeneity tests, independent sample t-tests, N-gain, and effect size. The results showed a significant difference between the experimental and control classes, with a significance level of 0.000 < 0.05 and a t-value of -4.724. The average score of the experimental class increased from 49.75 to 80.00, while that of the control class increased from 41.05 to 64.47. The experimental class’s N-gain value of 0.60 (moderate category) was higher than the control class’s 0.40, supported by an effect size of 1.55 (large category). These findings indicate that CTL learning based on islamic boarding school culture makes a significant difference in improving students’ understanding of mathematical concepts. This study underscores the importance of integrating local cultural contexts as a meaningful and relevant source of learning that aligns with students’ experiences in mathematics education.

Page 58 of 59 | Total Record : 586

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