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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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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.

Page 59 of 59 | Total Record : 586

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