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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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Effectiveness of Problem-Based Learning Supported by PELIP Media on Elementary School Students Understanding of Probability Pitriyani Pitriyani; Maulana Maulana; Ani Nur Aeni
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.v6i2.5131

Abstract

Probability is one of the subjects that students must master by the end of Phase C in elementary school. To help students understand probability concepts more clearly, the Problem-Based Learning (PBL) approach and the PELIP medium were used. This study aims to examine how the use of the Problem-Based Learning (PBL) approach supported by the PELIP medium, the use of the PELIP medium itself, and the PBL approach influence elementary school students’ understanding of probability concepts. This study employs a quantitative method with an experimental design. This study was conducted at two elementary schools SDN Cimasuk and SDN Lembang located in Pamulihan Subdistrict, Sumedang Regency, involving three groups that received different treatments. Data were collected through tests standards for validity, reliability, difficulty level, and the ability to distinguish between answers. Data analysis was conducted by examining baseline conditions, comparing differences between groups, measuring improvement within each group, and calculating N-Gain values. The results of the study show that all types of interventions successfully improved students’ understanding of probability concepts. The PBL class that used the PELIP medium saw its average score increase from 37.53 to 76.50, with an N-Gain of 0.63. The class using the PELIP medium saw its average score rise from 45.50 to 74.94, with an N-Gain of 0.56. Meanwhile, the PBL class’s scores increased from 40.35 to 80.06 with an N-Gain of 0.68, making it the group with the highest score increase. PBL approach using PELIP media, the use of PELIP media alone, and the PBL approach without PELIP media were all equally effective in improving elementary school students’ conceptual understanding of probability
Development of Realistic Mathematics Education (RME) Based Student Worksheets to Facilitate Junior High School Students' Mathematical Reasoning Ability Tiara Az Zahra; Redi Hermanto; Dedi Nurjamil
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.v6i2.5154

Abstract

Junior high school students' mathematical reasoning ability still needs improvement, particularly in presenting mathematical information, formulating conjectures, applying concepts logically, evaluating the validity of arguments, and drawing conclusions. Therefore, this study aimed to develop a Realistic Mathematics Education (RME)-based Student Worksheet (SW) on statistics for eighth-grade junior high school students that is valid, practical, and limitedly effective in facilitating students' mathematical reasoning ability. This study employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research participants included two material experts, two media experts, 10 students in a small-group trial, and 25 eighth-grade students of SMP Negeri 13 Tasikmalaya in a field trial. Data were collected through interviews, validation sheets, student response questionnaires, and mathematical reasoning ability tests. The data were analyzed using descriptive quantitative and qualitative techniques. The results showed that the developed worksheet achieved a validity score of 88% from material experts and 95% from media experts, both categorized as highly valid. The practicality test indicated a student response rate of 91.5%, categorized as highly practical. The product's effectiveness was evaluated on a limited basis through a mathematical reasoning ability test, which showed a classical mastery level of 80%. These findings indicate that the RME-based Student Worksheet can facilitate students' mathematical reasoning ability in learning statistics. Therefore, the developed worksheet is feasible to be used as an alternative teaching material that supports contextual and student-centered mathematics learning.
Effectiveness of the Make a Match Model Based on Flashcard Media to Improve Students' Learning Outcomes on Fractions Nisrina Nila Fauzizah; Trimurtini Trimurtini; Ika Ratnaningrum
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.v6i2.5259

Abstract

The low results Study mathematics material fractions in elementary school are caused by the abstract nature of the material and patterns, teaching isolated, teacher-centered. This study aims to test effectiveness application of the make-a-match model assisted by flashcard media to improve results Study mathematics material fractions compared with the Problem Based Learning (PBL) model. This type of research is a quantitative experiment with a quasi-experimental design with a non-equivalent control group design. Instrument data collection in the form of test results Study mathematics objective, 26 items, question choice double, which was tested as a pretest and posttest (Cronbach's alpha of 0.703). The data analysis technique uses statistical tests, descriptive and inferential, which include prerequisite tests and hypothesis testing using an independent-samples t-test and paired-samples t-test. The pretest results showed that the initial abilities of the two groups were relatively balanced with an average of 58.16 for the experimental class and 53.80 for the control class. After the intervention, the results showed a significant difference in learning outcomes between the two groups based on the independent samples t-test with a t value of 4.124, df = 58, and a p value < 0.001. The experimental class obtained a posttest average of 83.43, significantly higher than the control class (PBL), which obtained an average of 75.57. In addition, the Normalized Gain (N-Gain) test proved that the experimental class increased by 57.18% (moderate and more effective category), outperforming the control class, which only achieved 45.38% (moderate and quite effective category). Based on these results, it can be concluded that the application of the make-a-match model assisted by flashcard media is more effective in improving the mathematics learning outcomes in fractions compared to the use of the problem-based learning (PBL) model.
Exploration of Ethnomathematics in the Mandar Traditional House as A Source of Deep Learning Based Instruction in Schools Nurul Fiqriyah; Andi Aras; Buhaerah Buhaerah; Muhammad Ahsan
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 3 (2026): July - September 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i3.5345

Abstract

Mathematics learning is often delivered through procedural approaches that make mathematical concepts abstract and disconnected from students' cultural experiences, limiting meaningful learning. Integrating ethnomathematics into the Deep Learning curriculum offers a contextual approach that connects mathematics with local culture to promote meaningful, mindful, and joyful learning. This study aimed to identify the ethnomathematical concepts embedded in the Mandar Traditional House (Boyang) and explore their potential for Deep Learning–based mathematics instruction. A qualitative ethnographic approach was employed using one key informant, A'ba Tammalele, a traditional leader purposively selected for his extensive knowledge of Mandar culture and traditional architecture. Data were collected through participant observation, semi-structured interviews, architectural measurements, and documentation using observation guidelines, interview protocols, documentation sheets, and ethnographic field notes. Data were analyzed using Spradley's ethnographic model, including domain, taxonomic, componential, and cultural theme analyses. The findings revealed mathematical concepts related to geometry, measurement, spatial orientation, numerical symbolism, and geometric transformations embedded in the architectural elements of the Mandar Traditional House. These concepts reflect the cultural values and local knowledge of the Mandar community and provide authentic contexts for mathematics learning. The novelty of this study lies in integrating ethnographic findings with mathematical modeling and transforming them into a framework for Deep Learning–based mathematics instruction, thereby supporting both conceptual understanding and the preservation of local cultural heritage.
Interactive Student Worksheet on Probability Using Problem-Based Learning to Support Computational Thinking Gustina Indah Widya Sari; Budi Mulyono; Hapizah Hapizah
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 3 (2026): July - September 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i3.3677

Abstract

Twenty-first-century education requires students to develop computational thinking as a higher-order thinking skill needed to solve various problems systematically. However, this ability still needs to be strengthened through technology-enhanced and student-centred learning innovations. This study aimed to develop an interactive electronic student worksheet on probability based on Problem-Based Learning (PBL) that is valid and practical, and to examine its potential effects on supporting students’ computational thinking skills. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of the Analysis, Design, Development, Implementation, and Evaluation stages. The research was conducted at SMK Bakti Ibu 3 Palembang, involving Grade 10 students as the research participants. Data were collected through walkthroughs or expert validation, observations, questionnaires, learning achievement tests, and interviews. The results showed that the interactive electronic student worksheet obtained an average validity score of 4.18, which was classified as good based on the content, construct, and language aspects. The practicality test results were categorised as very good, with an average score of 4.63 based on responses from students and teachers. In addition, the test results indicated that 84.31% of the students achieved the Learning Objective Achievement Criteria. The analysis of students’ problem-solving processes and interview data also showed that the use of the interactive electronic student worksheet facilitated the development of computational thinking indicators, including decomposition, pattern recognition, abstraction, and algorithmic thinking. Therefore, the interactive electronic student worksheet on probability based on Problem-Based Learning was considered valid, practical, and potentially effective in supporting students’ computational thinking skills.
Development of a Teaching Module on the Deep Learning Approach to Ratios Nur Azizah; Illah Winiati Triyana
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 3 (2026): July - September 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i3.4814

Abstract

Teaching ratios at the junior high school level often poses a challenge for students who need a deep conceptual understanding to distinguish between direct and inverse proportions through real world contexts. Therefore, this study aims to produce a valid, practical, and effective Deep Learning based instructional module on ratios. The research method employed a Research and Development (R&D) approach using the 4D development model, which includes the Define, Design, Develop, and Disseminate stages, involving 25 students from MTs Hasyimiyah Bungah Gresik. The instruments used included an expert validation sheet, a teacher response questionnaire, a student response questionnaire, and a summative assessment. Based on the research results, the developed teaching module meets the criteria for validity, practicality, and effectiveness. The validation test results met the validity criteria, with an average score of 3.94 from two validators, falling into the highly valid category. Furthermore, the practicality test results met the practicality criteria, with an average score of 3,92 from the teacher response questionnaire and an average score of 3,90 from the student response questionnaire thus, the combined average score of 3,91 from both questionnaires falls into the highly practical category. Meanwhile, regarding the effectiveness test results, the module met the effectiveness criteria with an average score of 83,2 on the summative assessment test, placing it in the highly effective category. Therefore, the teaching module using the Deep Learning approach can be implemented and is recommended to teachers to stimulate conceptual understanding and enhance student engagement through more meaningful learning in the instructional process. The novelty of this study lies in the development of a ratio module that integrates Deep Learning (Mindful, Meaningful, and Joyful) in accordance with the Merdeka Curriculum, which transforms procedural learning into a deep mastery of concepts. Additionally, previous research has not extensively explored the Deep Learning approach to ratio material.
Effect of Problem-Based Learning Supported by PLEXA Media on the Mathematical Creative Thinking Skills of Fifth-Grade Elementary School Students Rima Kusuma Dewi; Cucun Sunaengsih; Maulana Maulana
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 3 (2026): July - September 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i3.5251

Abstract

The increasing complexity of 21st-century challenges requires students to develop creative thinking skills to generate solutions to everyday problems. However, prior studies indicate that students' mathematical creative thinking remains limited due to low interest in solving math problems, dependence on teacher-given examples, and minimal effort to explore alternative problem-solving strategies. This study examined the effect of PLEXA (Problem Explorer Data)-assisted Problem-Based Learning (PBL) on fifth-grade students' mathematical creative thinking skills, using a quasi-experimental design with three nonequivalent groups (pretest-posttest). The sample comprised 122 fifth-grade students from three A-accredited public elementary schools in Cimalaka Subdistrict, Sumedang Regency: Experimental Group I (PLEXA-assisted PBL, n=49), Experimental Group II (PBL without media, n=43), and a control group (conventional learning, n=30). The research instrument, a mathematical creative thinking test, was validated through limited (n=6) and broad (n=55) pilot tests; 12 of 13 items were valid (Cronbach's alpha = 0.906, very high reliability). Data were analyzed using Shapiro-Wilk, Levene's, t-test, Wilcoxon, N-Gain, Pearson, Spearman, coefficient of determination, and Kruskal-Wallis tests. Results showed PLEXA-assisted PBL had the largest effect on mathematical creative thinking (41.47%), followed by PBL without media (38.19%) and conventional learning (30.91%). PLEXA-assisted PBL therefore has a significant effect on fifth-grade students' mathematical creative thinking skills.
Effectiveness of PMRI Assisted by VERULI on Elementary School Students' Mathematical Problem-Solving Skills Aulia Khairunnisa Supardi; Maulana Maulana; Isrok&#039;atun Isrok&#039;atun
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 3 (2026): July - September 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i3.5312

Abstract

Mathematical problem-solving is an essential competency, yet many elementary students struggle due to limited conceptual understanding and difficulty relating mathematics to real-life contexts. Therefore, more meaningful learning approaches and media are needed to support their understanding. This study aimed to analyze the effectiveness of the Indonesian Realistic Mathematics Education (PMRI) approach assisted by VERULI media (Liter Volume Conversion Space), which is a manipulative medium in the form of various bottle sizes used to concretely visualize the process of volume unit conversion, on the mathematical problem-solving skills of fourth-grade elementary school students. The study used a quasi-experimental method with a nonequivalent control group design. Participants were selected through purposive sampling, involving 101 fourth-grade students from three schools. Data were collected using problem-solving tests, learning observation sheets, and student response questionnaires, and analyzed using the Kruskal–Wallis test and N-Gain calculation. The results showed that there was no significant difference in mathematical problem-solving skills among the groups based on the Kruskal-Wallis test (p=0,069). Nevertheless, the group that received PMRI learning assisted by VERULI media demonstrated the highest improvement in skills with an N-Gain value of 0,4281 (moderate category), compared to the PMRI group at 0,3199 and the conventional learning group assisted by VERULI media at 0,4052. The observation results indicated that all stages of learning were implemented very well. Furthermore, student responses to the learning were classified as positive, with a percentage of 84% in the PMRI group assisted by VERULI media, 75% in the PMRI group, and 78% in the conventional group assisted by VERULI media. These findings indicated that the PMRI approach assisted by VERULI media was effective in improving students' mathematical problem-solving skills on the topic of volume unit conversion.
Effect of Differences in Learning Treatments on the Mathematical Representation Ability of Elementary School Students Vina Siti Nur Septiani; Maulana Maulana; Isrok&#039;atun Isrok&#039;atun
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 3 (2026): July - September 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i3.5313

Abstract

Selecting an appropriate learning approach is important for developing students’ mathematical representation ability. This study aimed to examine and compare the effectiveness of three instructional treatments, namely the Realistic Mathematics Education (RME) approach integrated with the DASAFA (Dadu Sarapan Favorit) media, the RME approach without additional media, and the use of DASAFA media without the RME approach, in improving the mathematical representation ability of third-grade elementary school students on data presentation material. This study employed a quasi-experimental method with a nonequivalent pretest-posttest comparison-group design. The research subjects consisted of 115 students from four public elementary schools in North Sumedang District, divided into three experimental groups. The instruments used included a test measuring mathematical representation ability with a reliability of 0.923, as well as a learning interest questionnaire using a four-point Likert scale. Data analysis was conducted using the Kruskal-Walli’s test, N-Gain, and the coefficient of determination. The results showed significant differences in improvement among the three groups. The RME approach integrated with DASAFA media produced the greatest improvement, contributing 48.3% to students’ mathematical representation ability. The RME group contributed 38%, while the DASAFA media group contributed 15.4%. However, the DASAFA group achieved the highest visual representation score and the highest learning interest score of 87.03%. The findings suggest that integrating RME with contextual concrete media can support more meaningful mathematics learning, although students’ symbolic and verbal representation abilities still require further development.
Effect of 3D Unit Cube Board Media on Students’ Understanding of the Concepts of the Volume of a Cube and a Rectangular Prism Desi Ayu Lestari; Isrok&#039;atun Isrok&#039;atun; Aah Ahmad Syahid
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 3 (2026): July - September 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i3.5354

Abstract

Elementary school students still struggle to understand the concepts of the volume of a cube and a rectangular prism due to the abstract nature of these concepts and the lack of concrete learning materials. This study aims to analyze the effect of 3D unit cube boards on students’ understanding of the concepts of the volume of a cube and a rectangular prism, the effect of conventional media in the form of instructional videos, and the differences in the effects between these two types of media. The study employed a quantitative approach using a quasi-experimental method and a nonequivalent control group design. The sample consisted of 67 fourth-grade elementary school students in Cisitu Subdistrict, Sumedang Regency, comprising 30 students in the experimental class and 37 students in the control class. Data were collected using a conceptual understanding test consisting of 6 complex multiple-choice items and 8 essay items that measured students’ ability to interpret, provide examples, classify, summarize, conclude, compare, and explain the concept of volume. Data analysis was conducted using the Wilcoxon test, the Mann-Whitney test, and N-Gain analysis. The results of the Wilcoxon test showed that there was a significant increase in conceptual understanding in both the experimental and control classes (p = 0,000 < 0.05). The results of the Mann-Whitney test showed a significant difference in effect between the two groups (p = 0,002 < 0,05). The N-Gain analysis showed an average increase of 0,40 in the experimental class, which falls into the moderate category, while the control class showed an increase of 0,24, which falls into the low category. These findings indicate that the use of unit cube 3D board media results in a higher improvement in conceptual understanding compared to conventional media in the form of instructional videos. Therefore, unit cube 3D board media can be recommended as an alternative learning medium for teaching the volume of cubes and rectangular prisms in elementary school.

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