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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 611 Documents
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Effect Numbered Head Together Based on Agrarian Ethnomathematics on Students’ Mathematical Communication Skills Dian Qurratul Aini; Abd Aziz; Eka Rahayu
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.v6i2.4952

Abstract

Mathematics instruction needs to be designed contextually so that students are not only able to solve problems but also able to communicate mathematical ideas, strategies, and reasoning clearly. One relevant approach is the Numbered Heads Together (NHT) cooperative learning model, integrated with agrarian ethnomathematics as a context closely related to students’ lives. This study aimed to analyze the effect of implementing an agrarian ethnomathematics-based NHT model on students’ mathematical communication skills in linear programming. The study employed a quantitative approach with a quasi-experimental nonequivalent control group pretest-posttest design. The participants were 11th-grade students at SMA Istiqlal Sumber Centeng, Kotaanyar, Probolinggo, consisting of 26 students in the experimental class and 25 students in the control class. Data were collected through an essay test designed to measure indicators of mathematical communication and were analyzed using normality tests, homogeneity tests, and an independent samples t-test. The results showed that the data were normally distributed and homogeneous, and that there was a significant difference between the two groups, with a p-value of less than 0.001. The mean score of students’ mathematical communication skills in the experimental class reached 84.31, which was higher than that of the control class, at 76.92. This improvement was supported by the use of agricultural contexts, such as land planning and crop yield optimization, which helped students understand mathematical concepts more meaningfully. These findings indicate that integrating NHT with agrarian ethnomathematics can serve as an effective contextual learning approach.
Effectiveness of STEM-Based Learning in Reducing Students' Math Anxiety Renta Palintin; Alfira Mulya Astuti; Parhaini 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.v6i2.4954

Abstract

Mathematics is one of the core subjects in junior high school that plays a crucial role in improving students’ academic performance; however, it often causes anxiety, which leads to decreased motivation and learning outcomes. This study aims to examine the effectiveness of STEM-based learning in reducing students’ math anxiety. The method used in this study is a quantitative approach with a quasi-experimental design utilizing a non-equivalent control group. The sample consisted of two classes with a total of 58 students: the experimental class had 29 students, and the control class also had 29 students. STEM-based learning was implemented through a project to build miniature bridges, designed to help students understand the concept of similarity by relating it to real-life situations. Data collection utilized a mathematics anxiety questionnaire with a Likert scale administered before and after the intervention. Data analysis was performed using the N-gain test and the t-test (independent samples t-test). The results of the study indicate that STEM-based learning was able to significantly reduce students’ levels of mathematical anxiety, as evidenced by the N-gain score in the experimental class of 0.78, which falls into the high category. Meanwhile, the t-test results showed a significance value of 0.000, < 0.05, indicating a significant difference between the experimental and control classes. The implications of this study are as follows: STEM-based learning can serve as an innovative alternative teaching strategy to create a more interactive learning environment, boost students’ self-confidence, and provide a more comfortable learning setting so that students do not feel stressed or anxious when learning mathematics.
Analysis of Students’ Mathematical Problem-Solving Ability Reviewed from Systematic and Intuitive Cognitive Styles Neng Yulianti; Linda Herawati; Yeni Heryani
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.v6i2.5043

Abstract

This study aims to describe students’ mathematical problem-solving abilities based on systematic and intuitive cognitive styles using a qualitative descriptive approach. The participants consisted of four seventh-grade students of Class VIIB at SMP Negeri 21 Tasikmalaya, including two students with a systematic cognitive style and two students with an intuitive cognitive style, selected through purposive sampling based on the results of the Cognitive Style Inventory (CSI) questionnaire. Data were collected through questionnaires, mathematical problem-solving tests based on Polya’s stages, and interviews, then analyzed through data reduction, data display, and conclusion drawing. The findings showed that students with a systematic cognitive style tended to solve problems in a structured, sequential, and careful manner, whereas students with an intuitive cognitive style tended to solve problems more quickly and spontaneously by relying on direct understanding and prior experience in determining solution strategies.These findings indicate that cognitive style plays an important role in shaping how students interpret problems, select strategies, and evaluate solutions in mathematical problem-solving.
Realistic Mathematics Education (RME) Approach Assisted by Kahoot to Enhance Understanding of Mathematical Concepts Elwi Nuraeni; Vepi Apiati; Elis Nurhayati
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.v6i2.5056

Abstract

This study was motivated by the low level of students’ understanding of mathematical concepts, particularly in algebra learning, where students tend to memorize procedures without fully understanding the underlying concepts. Although the Realistic Mathematics Education (RME) approach has been widely implemented to support contextual learning, its application often lacks interactive media that can enhance students’ engagement and participation. The objectives of this study were: (1) to examine whether students who learned through the Kahoot-assisted RME approach achieved better improvement in mathematical conceptual understanding than those who learned through RME without Kahoot, and (2) to determine the magnitude of the effect of Kahoot integration within the RME approach. This study employed a quasi-experimental method with a nonequivalent control group design. The participants were seventh-grade students of SMP Negeri 14 Tasikmalaya, consisting of 26 students in the experimental class and 24 students in the control class. The learning topic focused on algebra. Data were collected through pretest and posttest conceptual understanding tests and analyzed using N-Gain analysis, Independent Sample t-test, and Cohen’s d effect size analysis. The results showed that students who learned through the Kahoot-assisted RME approach demonstrated greater improvement in mathematical conceptual understanding compared to students who learned through RME without Kahoot. The hypothesis test indicated a significance value of 0.009 (< 0.05). In addition, the experimental class achieved a higher average N-Gain score, while the effect size result of 0.696 indicated a medium effect category. The novelty of this study lies in the structured integration of Kahoot as an interactive formative assessment and gamification tool within each stage of the RME learning process on algebra material.
Effect of Using Geogebra-Based Interactive Media on Junior High School Students' Understanding of Geometry Concepts Adrian Maulana; Lalu Sucipto; Baiq Rofina Arvy
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.v6i2.5083

Abstract

Inovative and engaging learning media are needed to improve students’ participation and conceptual understanding, particularly using GeoGebra-based interactiv media. This research aimed to investigate the effec of GeoGebra-based interactiv media on students understanding of spatial geometry concept. The study employed aaquantitative method using a quasi-experimental approach with a pretest–posttestccontrol group design. The population consisted of allaeighth-grade student of SMPIT Jihadul Muslimin Batu Pengilik, East Lombok, in the 2025/2026 academic year. Samples were selecteduusing a cluster random sampling techniqe, with class VIII A assigned as theeexperimentaligroup and class VIII B assthe control group, each consisting of 20 students. The experimentallgroup received instruction throught GeoGebra-based interactive media, while the control group used PowerPoint media. The research instrument was a validated test of students understanding of spatial geometry concept. Data analysis was conducted using descriptive statistics, the Shapiro–Wilk normality test, Levene’s Test for homogeneity and the Independent Sample t-test with the assistance of SPSS 25. The findings revealed that the experimental group achieved an average posttest score of 83.70, while the control group obtained 75.90. Hypothesis testing produced a significanc value of 0.001 < 0.05, indicating that GeoGebra-based interactive media significantly affected students’ conceptual understanding. In addition, the pretest analysis showed no significan differenc between the two group (Sig. = 0.128 > 0.05), indicating relatively equivalent prior abilities. Effec size analysis using Cohen’s d showed aamoderate effec on the pretest (0.50) and a strong effect on the posttest (1.17). These results demonstrate that GeoGebra-based interactive media effectively improves students’ understanding of spatial geometry concepts through interactive and meaningful learning experiences.
Effect of the Ethnomathematics Approach on Junior High School Students’ Mathematical Metaphorical Thinking Skills Annur Arafah Sukmadianti; Erpin Evendi; Alfira Mulya 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.v6i2.5111

Abstract

This study was motivated by the low level of students’ mathematical metaphorical thinking skills, which stem from a learning process that still focuses on conventional methods. Therefore, an ethnomathematics approach is needed to link mathematical concepts with local culture and students’ real-life experiences, making learning more meaningful and easier to understand. This study aims to examine the effect of the ethnomathematics approach on the mathematical metaphorical thinking skills of junior high school students. This study employs a quantitative approach using a quasi-experimental method with a pretest–posttest control group design. The sample consists of two classes: an experimental class and a control class, each comprising 21 students. The research instrument consisted of an essay test to measure students’ mathematical metaphorical thinking abilities, which was developed based on indicators of mathematical metaphorical thinking and had undergone validity and reliability testing. In addition to the test, this study also used an observation sheet to observe student activities and the implementation of learning during the application of the ethnomathematics approach. Documentation was used as supporting data in the form of photos and records of learning activities. The data used in this study consisted of quantitative data in the form of test results, as well as supporting qualitative data from observations and documentation. Data analysis was conducted using normality tests, homogeneity tests, and independent samples t-tests. The results showed that the ethnomathematics approach had a significant effect on students’ mathematical metaphorical thinking skills. The average posttest scores of the experimental class were also higher than those of the control class. These findings suggest that the ethnomathematics approach can help students understand abstract mathematical concepts through concrete experiences and local culture, thereby making learning more meaningful.
Systematic Literature Review (SLR): The Effectiveness of the ICARE Learning Model on Students’ Mathematical Critical Thinking Skills Chania Salsabila Panjaitan; Heni Pujiastuti; Yani Setiani
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.v6i2.4922

Abstract

The low level of students’ mathematical critical thinking skills remains a significant challenge in 21st-century mathematics education. This condition highlights the need for instructional models that actively engage students in processes of analysis, evaluation, and reflection. One instructional model considered to have the potential to foster these skills is the ICARE model (Introduction, Connection, Application, Reflection, and Extension). This study aimed to review and synthesize research findings regarding the effectiveness of the ICARE learning model in improving students’ mathematical critical thinking skills. The study employed a Systematic Literature Review (SLR) approach based on the PRISMA guidelines. Articles were identified through the Google Scholar database using the Publish or Perish application with the keywords (“ICARE”) AND (“Critical Thinking”) AND (“matematika”). The final search was conducted in May 2026 and covered publications from 2016 to 2026. The articles were screened according to inclusion and exclusion criteria, including document type, topic relevance, full-text availability, research participants, and the alignment of research variables. Of the 376 articles initially identified, 10 studies met the eligibility criteria and were included in the review. Data were analyzed through coding, categorization, comparison, and synthesis of the research findings. The results indicate that most studies reported positive effects of the ICARE learning model on students’ mathematical critical thinking skills. Improvements were consistently observed in students’ abilities to analyze, interpret, evaluate, infer, and draw conclusions. Furthermore, the effectiveness of ICARE was supported by learning activities that promote active participation, reflection, and contextual understanding. These findings suggest that the ICARE model has considerable potential as an alternative instructional approach in mathematics education to enhance students’ mathematical critical thinking skills.
Effect of a Teams Games Tournament Using Quizizz on Mathematical Reasoning as Viewed from the Level of Mathematics Anxiety Tantia Hediyanti Candra; Abd Aziz; Eka Rahayu
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.v6i2.4953

Abstract

Mathematics instruction in schools still tends to be teacher-centered, so student engagement in developing mathematical reasoning is not yet optimal. This leads to students struggling to provide logical justifications and relying on formulas, as well as being influenced by affective factors such as mathematics anxiety; therefore, innovative instructional models such as the Teams Games Tournament (TGT) supported by Quizizz are needed. This study aims to analyze the effect of the Quizizz-assisted TGT model on students’ mathematical reasoning abilities as viewed from their level of mathematics anxiety regarding sequences and series. The study employed a quantitative approach using a quasi-experimental design with a nonequivalent control group pretest-posttest design. The research subjects were 11th-grade students at SMA Istiqlal, consisting of 25 students in the experimental class and 26 students in the control class. The instruments used were a mathematical reasoning essay test and a mathematics anxiety questionnaire using a Likert scale, both of which were validated and reliable. Data analysis was performed using an independent samples t-test, one-way ANOVA, and two-way ANOVA. The results showed that the average posttest score for the experimental class (84.36) was higher than that of the control class (76.73), with a significance level of 0.000 < 0.05; there was a difference based on mathematics anxiety with a significance level of 0.032 < 0.05; however, there was no interaction between the two variables with a significance level of 0.549 > 0.05. Thus, TGT assisted by Quizizz is effective in improving mathematical reasoning and can serve as an interactive learning alternative while reducing students’ mathematics anxiety.
ChatGPT-Assisted Discovery Learning on Junior High School Students' Mathematics Learning Anxiety: A Systematic Literature Review Felicia Fitri Larisa; Heni Pujiastuti; Ade Nandang Mustafa
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.v6i2.4960

Abstract

Math anxiety is an emotional factor that significantly affects students' learning processes and outcomes, particularly in junior high school. Children with this disorder may have difficulty concentrating, have low self-esteem, and are more likely to be passive learners. Therefore, learning innovations are needed that can encourage a more stimulating and enjoyable learning environment. The purpose of this study was to collect the findings of previous research on the integrative potential of ChatGPT-assisted Discovery Learning models in lowering mathematics-related junior high school students' anxiety. The PRISMA protocol was followed in the methodology of the Systematic Literature Review (SLR) of this study. Data for scientific publications published between 2019 and 2025 were collected from Google Scholar and Garuda databases. Regarding the year range, the articles studied focused on a combination of three variables, where articles in the period before the launch of ChatGPT (2019–2022) were netted based on the study of AI chatbots or similar artificial intelligence technologies in mathematics education, while the articles for the period 2023–2025 focused directly on the use of ChatGPT. A total of 15 articles that met the inclusion criteria were reviewed qualitatively based on the focus of mathematics anxiety, the use of Discovery Learning, and the use of AI/ChatGPT. The findings suggest that internal factors (fear and emotional stress) as well as environmental factors (monotonous learning) contribute to math anxiety. The application of Discovery Learning can increase students' freedom and activities, while ChatGPT offers potential support in the form of brief explanations, quick feedback, and personalized assistance. The findings show that the combination of Discovery Learning and ChatGPT has strong integrative potential as an alternative strategy to mitigate the math anxiety of junior high school students through the creation of interactive, independent, and adaptive learning spaces.
Effectiveness of Artificial Intelligence as a Learning Medium on Logical-Mathematical Thinking Skills and Self-Regulated Learning Among Senior Secondary Students: A Systematic Literature Review Handayani Putri; Novaliyosi Novaliyosi
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.v6i2.5028

Abstract

The low mathematical logical thinking ability of Indonesian students is reflected in Indonesia's 2022 PISA score of 366, which falls significantly below the OECD average of 472, indicating weaknesses in students' capacity to draw inferences, recognize patterns, construct arguments, and derive systematic conclusions. This study aims to synthesize empirical evidence regarding the effectiveness of Artificial Intelligence (AI) on both competencies, while identifying the types of technology, implementation designs, and moderating factors that influence its impact. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines, with searches performed on Google Scholar using PICOS-based keywords structured with Boolean AND/OR operators, restricted to publications from 2024 to 2026. Study selection was conducted independently by two researchers, with inter-rater reliability maintained through Cohen's Kappa. Of 538 initially identified articles, 15 final articles from eight countries were retained following deduplication, screening, and quality assessment using MMAT, RoB 2.0, and NOS. AI technologies were classified into five categories: generative AI, Intelligent Tutoring Systems, adaptive learning systems, educational chatbots, and AI-based Learning Management Systems. Results indicate that AI consistently exerts a positive influence on self-regulated learning through adaptive feedback and metacognitive support, and on mathematical logical thinking ability through its role as a cognitive partner. However, its effectiveness is conditional, necessitating that mathematics teachers integrate AI within structured instructional designs incorporating formative feedback, graduated scaffolding, and metacognitive reflection facilitation.

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