cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad ikram
Contact Email
muhammad.ikram@uncp.ac.id
Phone
+6282140018810
Journal Mail Official
muhammad.ikram@uncp.ac.id
Editorial Address
Jalan Bumi 18 Blok A No. 1 Bumi Permata Hijau, Makassar, Indonesia
Location
Kota makassar,
Sulawesi selatan
INDONESIA
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
 58   59   60   61   62 
Implementation of Discovery Learning Model Assisted by Mathigon on Mathematics Learning Outcomes Luqyana Jasmine Lathifah; Edwin Musdi; Mirna Mirna; Suherman Suherman
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.v6i3.5363

Abstract

This research was motivated by the low mathematics learning outcomes resulting from students' low activeness and the not yet optimal use of technology-based learning media. One alternative that can be applied is the Mathigon-assisted Discovery Learning model. This study aims to determine whether the mathematics learning outcomes of students taught using the Mathigon-assisted Discovery Learning model are better than those of students taught using conventional learning. This study used a quasi-experimental method with a Non-equivalent Posttest-Only Control Group Design. The population of this study was all eighth-grade students of SMP Negeri 1 Hiliran Gumanti in the 2025/2026 Academic Year. The sample was selected using a cluster random sampling technique, namely class VIII.2 (26 students) as the experimental class and class VIII.3 (25 students) as the control class. The equivalence of the initial abilities of the two classes was based on the Odd Semester Examination scores in mathematics. The experimental class received instruction using the Mathigon-assisted Discovery Learning model, while the control class received conventional instruction. The research instrument was an essay test that had met the criteria of validity and reliability. The data were analyzed using descriptive statistics, normality tests, homogeneity tests, and t-tests with the assistance of Minitab 18. The results showed that the mathematics learning outcomes of students taught using the Mathigon-assisted Discovery Learning model were better than those of students taught using conventional learning, with a mean score of 79.74 for the experimental class and a p-value = 0.004 < 0.05. The effect size analysis using Cohen's d of 0.79 indicated a medium effect, which suggests that the implementation of this model made a fairly significant contribution to the mathematics learning outcomes of eighth-grade students at SMP Negeri 1 Hiliran Gumanti.
Implementation of Problem Based Learning Model on Students' Mathematical Problem-Solving Ability Haniva Zulfayeni; Minora Longgom Nasution; Mirna Mirna; Yulyanti Harisman
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.v6i3.5364

Abstract

Mathematical problem-solving ability is an essential competency that students must possess in mathematics learning. However, this ability among eleventh-grade students at SMA Pembangunan Laboratorium UNP remains suboptimal, as reflected in students' difficulties in understanding the problem, devising a strategy, carrying out the solution, and reviewing the results. Therefore, a learning model capable of actively engaging students in the problem-solving process is required, one of which is the Problem Based Learning model. This study aims to analyze whether the mathematical problem-solving ability of students taught using the PBL model is better than that of students taught using the direct instruction model. This study employed a quasi-experimental method with a Non-equivalent Posttest-Only Control Group Design, as the equivalence of the two classes' prior ability was determined based on previous mathematics scores indicating relatively comparable ability. The sample was selected through purposive sampling, namely class XI F5 as the experimental group (31 students) and class XI F6 as the control group (32 students), on the basis of their comparable ability and being taught by the same teacher. The research instrument consisted of a validated essay test of mathematical problem-solving ability with high reliability (r₁₁ = 0.80), scored using a scoring rubric. The data were analyzed using descriptive statistics and Welch's t-test, as the data did not meet the assumption of homogeneity of variance. The results showed that the mean posttest score of the experimental class (79.03) was higher than that of the control class (62.72), with a significant difference (p-value < 0.05) and a large effect size (Cohen's d = 1.15). Thus, on the topic of Circles in eleventh grade at SMA Pembangunan Laboratorium UNP, the Problem Based Learning model was better than the direct instruction model in improving students' mathematical problem-solving ability.
Students' Mathematical Problem-Solving Skills in Statistics Using an E-LKPD-Assisted Problem-Based Learning Model Adzkia Rahmatina; Ardhi Prabowo
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.v6i3.5503

Abstract

Mathematical problem-solving skills are one of the key competencies that need to be developed in mathematics education because they support students in understanding problems, formulating strategies, carrying out solutions, and evaluating results systematically. However, these skills remain a challenge for students, particularly in mathematics learning involving contextual problems. This study aimed to describe students' mathematical problem-solving skills in statistics using a Problem-Based Learning (PBL) model supported by Electronic Student Worksheets (E-LKPD) based on Polya's problem-solving stages. The study employed a qualitative descriptive case study involving 32 eighth-grade students from Class VIII E at SMP Negeri 12 Semarang who participated in PBL supported by E-LKPD. Based on the mathematical problem-solving test results, three students representing the high, moderate, and low categories were purposively selected as the research subjects. Data were collected through mathematical problem-solving tests and semi-structured interviews and analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing and verification. Data credibility was strengthened through method triangulation. The results showed that students in the high category completed all four stages of Polya's problem-solving process. Students in the moderate category completed the stages of understanding the problem, devising a plan, and carrying out the plan but had difficulties in the looking-back stage. Meanwhile, students in the low category were unable to complete all four stages. These findings indicate that students' mathematical problem-solving skills differed across the three categories after participating in PBL supported by E-LKPD. The looking-back stage was the most challenging for students and therefore requires greater attention during the mathematics learning process.
Mathematical Critical Thinking Skills Based on Self-efficacy in Teams Games Tournament (TGT) Cooperative Learning Assisted by Baamboozle Ana Faila Shuffa; Masrukan Masrukan
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.v6i3.5504

Abstract

Mathematical critical thinking skills play a crucial role in helping students analyze information, determine problem-solving strategies, and make logical decisions when solving mathematical problems. Efforts to develop these skills require instruction that encourages active student participation while also taking into account internal factors, such as self-efficacy. This study aims to (1) test the effectiveness of implementing Teams Games Tournament (TGT)-style cooperative learning supported by Baamboozle on mathematical critical thinking skills and (2) describe the characteristics of these skills based on levels of self-efficacy. The study employed a mixed-methods approach with a sequential explanatory design. A total of 64 seventh-grade students at SMP Negeri 13 Semarang participated in the quantitative phase using a pretest-posttest control group design, while six students were selected via purposive sampling for the qualitative phase. Data were collected using a mathematical critical thinking skills test, a self-efficacy questionnaire, and interviews. The instrument validation results showed that all test items and questionnaire items were valid , with reliability coefficients of 0.929 and 0.921, respectively, which fall into the very high category. Quantitative analysis included classical achievement tests, tests of the difference between two means, tests of the difference between two proportions, and normalized gain (N-Gain) analysis, while qualitative analysis used the Miles and Huberman model, which encompasses data reduction, data presentation, drawing conclusions, and triangulation of techniques. The research results show that (1) TGT-type cooperative learning supported by Baamboozle meets the criteria for effectiveness in improving mathematical critical thinking skills and (2) students with high self-efficacy demonstrate more optimal achievement of the indicators compared to students with moderate or low self-efficacy. These findings reinforce the notion that self-efficacy contributes to the development of mathematical critical thinking skills and should therefore be considered as an important aspect in the design of mathematics instruction.
Development of the "Pangkatani" Scratch-Assisted Interactive Multimedia for Learning Exponents Ahmad Akbar; Satya Santika; Mega Nur Prabawati
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.v6i3.3481

Abstract

Interactive multimedia has become a strategic need in mathematics teaching in the digital era, particularly for exponents, a topic still taught in conventional and abstract ways. This study developed and tested the feasibility of "Pangkatani," a Scratch-assisted interactive multimedia that integrates the local wisdom of cassava farming to give the concept of exponents a concrete context for ninth-grade students at SMPN 3 Sukahening. What makes Pangkatani distinctive is the way it combines visualization, interactive simulation, and culturally grounded gamification, which together are expected to raise student engagement, motivation, and conceptual understanding. The study used a Research and Development (R&D) approach with the ADDIE model and involved 19 students in a limited trial. The instruments were validation questionnaires for a media expert and a material expert, together with a student response questionnaire, analyzed through descriptive quantitative methods and supported by qualitative narrative. Media expert validation (90.77%) and material expert validation (95.38%) both fell in the "highly feasible" category, while the overall student response of 81.58% reflected gains in motivation, understanding, and willingness to learn. The findings suggest that embedding local wisdom in Scratch-based digital multimedia can strengthen contextual, constructivist, and meaningful mathematics learning. The Pangkatani model is recommended as a reference for developing similar media in other schools and as a contribution to the literature on culturally based educational multimedia. Further research with a wider scope and a longitudinal design is advised to test long-term effectiveness and replication.
Analysis of Students’ Mathematical Semiotic Representation Ability in Terms of Self-Confidence Bella Putrie Andriani; Depi Setialesmana; Linda Herawati
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.v6i3.5238

Abstract

Mathematical semiotic representation ability plays an important role in helping students understand and solve mathematical problems. However, differences in students' self-confidence may influence how they construct mathematical representations. This study aimed to analyze students' mathematical semiotic representation abilities in terms of high, medium, and low levels of self-confidence. This research employed a descriptive qualitative approach involving eighth-grade students of SMP Negeri 19 Tasikmalaya. Three students representing high, medium, and low levels of self-confidence were purposively selected based on the results of the self-confidence questionnaire, the mathematical semiotic representation ability test, and semi-structured interviews. The research instruments consisted of a self-confidence questionnaire and a mathematical semiotic representation ability test developed based on Peirce's semiotic indicators, namely iconic (visual representation), symbolic (the use of mathematical symbols and formulas), and indexical (explaining the relationship between the solution and the problem context). Data were collected through self-confidence questionnaires, written tests, and semi-structured interviews, then analyzed through data reduction, data display, and conclusion drawing. The findings showed that the student with high self-confidence was able to represent problem situations through appropriate visual representations (iconic), use mathematical symbols and formulas correctly to solve the problem (symbolic), and explain the relationship between the solution and the problem context logically (indexical). The student with medium self-confidence also demonstrated all three indicators but showed inaccuracies in calculations and hesitation when explaining the obtained results. Meanwhile, the student with low self-confidence was able to construct visual and symbolic representations but experienced difficulties in explaining the relationship between the obtained solution and the context of the problem, indicating that the indexical representation was not fully achieved.
Application of a Deep Learning Approach to Mathematics Learning Outcomes in the Probability Unit for Ninth-Grade Students Fitria Andyasti Rahayu Pranata; Nani Ratnaningsih; Satya Santika
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.v6i3.5283

Abstract

This study aimed to determine whether the mathematics learning outcomes of ninth-grade students on probability material after the implementation of a deep learning approach had achieved the Minimum Mastery Criterion (MMC). The study was motivated by the importance of developing students’ conceptual understanding, critical thinking skills, and active participation in mathematics learning through meaningful and student-centered instruction. The deep learning approach was expected to help students develop higher-oerder thinking skills, particularly in applying, analyzing, and evaluating probability concepts. This research employed a pre-experimental method using a One-Shot Case Study design. The population of the study consisted of all ninth-grade students at SMP Negeri 8 Tasikmalaya. The sample was selected using the cluster random sampling technique, in which one class was randomly chosen as the research sample. The instrument used in this study was a mathematics learning outcomes test on probability material developed based on cognitive indicators, namely C3 (applying), C4 (analyzing), and C5 (evaluating). The test was designed to measure students’ understanding and problem-solving abilities related to probability topics. The data were analyzed using descriptive and inferential statistics techniques. Descriptive statistics were used to describe students’ mathematics learning outcomes, while inferential statistics were applied to test the research hypothesis. The hypothesis testing technique used in this study was the One-Sample t-Test to determine whether the average score of students’ learning outcomes had achieved the established MMC score of 80. The results showed that the average mathematics learning outcome score of the students was 73, which was below the established Minimum Mastery Criterion. Therefore, it can be concluded that the mathematics learning outcomes of ninth-grade students on probability material after the implementation of the deep learning approach had not yet achieved the Minimum Mastery Criterion.
Analysis of Students' Numeracy Literacy Ability in Analyzing Graph and Table Information Alyaro Nurhamida; Nego Linuhung; Rina Agustina
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.v6i3.5314

Abstract

The ability to analyze information presented in graphs and tables is an important aspect of numeracy, as it is one of the indicators used to measure numeracy literacy internationally. This particular ability remains a challenge for students because it requires a high level of cognitive ability. However, it has not been extensively explored in depth. This study aimed to describe the difficulties encountered by tenth-grade senior high school students in analyzing information presented in the form of stacked bar charts and weekly expenditure tables. This study employed a descriptive qualitative approach. Initial data were collected through a numeracy literacy test consisting of one context-based problem involving a system of linear equations in three variables (SPLTV), which had been validated by an expert in mathematics education and used as an instrument for selecting the research subjects. The subjects were selected using purposive sampling. The selected subjects were then explored in greater depth through semi-structured interviews. The findings showed that, when analyzing information presented in graphs and tables, the participants experienced varying degrees of mathematical misunderstanding, ranging from a failure to coordinate the two representations, which resulted in strategic errors, to a gap between their understanding and their ability to solve mathematical problems. This study provides an empirical description of specific areas in which students experience difficulties with data-representation-based numeracy. The implication is that greater emphasis should be placed on instructional design that explicitly trains students to establish conceptual connections when solving problems
Effect of Problem-Based Learning Approach Assisted by GEO-KODE on Understanding the Mathematical Concepts of Composition and Decomposition of Plane Shapes Gina Dwi Arista; Isrok&#039;atun Isrok&#039;atun; Ani Nur Aeni
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.v6i3.5358

Abstract

Abstract Students’ limited understanding of mathematical concepts may hinder their ability to solve problems requiring analysis of relationships among concepts. This study examined the effectiveness of Problem-Based Learning (PBL) supported by GEO-KODE (Geometry-Composition Decomposition), an interactive learning medium designed to help students visualize the composition and decomposition of plane figures. A quantitative quasi-experimental method with a nonequivalent control group design was employed. The participants were 61 fourth-grade students selected through purposive sampling. The experimental group consisted of 31 students from Cijambe II Public Elementary School, while the control group included 30 students from Sukamulya Public Elementary School. Data were collected using a mathematical concept understanding test consisting of 15 valid items with high reliability. Data analysis included tests of normality, differences in mean scores, and normalized gain (N-Gain). The experimental group’s mean score increased from 31.55 on the pretest to 74.97 on the posttest, whereas the control group’s mean score increased from 38.83 to 51.77. A significant difference in posttest performance was found between the two groups (p < .001). The N-Gain analysis also showed a significant difference in improvement between the experimental and control groups (p < .001). These findings indicate that students who learned through PBL supported by GEO-KODE demonstrated greater improvement in mathematical concept understanding than those who received conventional instruction. The results suggest that integrating problem-based activities with interactive visual media can support fourth-grade students in understanding the composition and decomposition of plane figures, particularly by making relationships among component shapes more explicit during classroom problem solving.
Effect of The RME Approach Assisted by the Change-It! Media on Students' Mathematical Representation Abilities Wulandari Wulandari; Isrok&#039;atun Isrok&#039;atun; Ani Nur Aeni
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.v6i3.5359

Abstract

This study aims to analyze the effect of the RME approach assisted by Change-It! media on the mathematical representation ability of fourth-grade students. The RME approach was chosen because it provides opportunities for students to build their own mathematical understanding through situations close to their lives, while the Change-It! media is used to help students transform concrete data into various forms of representation. This study uses a quantitative and quasi-experimental approach as its research method. The design used is a nonequivalent control group design and the sampling technique used is purposive sampling. The population in this study were all fourth-grade students in Cimalaka District with the selected samples being Mandalaherang I Elementary School as the experimental class and Cimalaka III Elementary School as the control class. The instrument used was a mathematical representation ability test. The results of this study are that the RME approach assisted by Change-It! media has a significant effect on the mathematical representation ability of fourth-grade students.This is proven by the results of statistical data tests,The average final mathematical representation ability of students after being given the Change-It! media-assisted RME approach was 69.74 with an N-Gain value of 0.55, which is included in the medium category of improvement and the effect of the Change-It! media-assisted RME approach on mathematical representation ability is 54.76%. Meanwhile, the average final mathematical representation ability of students after being given the conventional approach was 48.95 with an N-Gain value of 0.27, which is included in the low category of improvement and the effect of the conventional approach on students' mathematical representation ability is 78%. It is concluded that there is a difference in the influence between the Change-It! media-assisted RME approach and the conventional approach on the mathematical representation ability of fourth-grade students on pictogram material.

Page 61 of 62 | Total Record : 611

 58   59   60   61   62 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 3 (2026): July - September 2026 Vol. 6 No. 2 (2026): April - June 2026 Vol. 6 No. 1 (2026): January - March 2026 Vol. 5 No. 4 (2025): October - December 2025 Vol. 5 No. 3 (2025): July - September 2025 Vol. 5 No. 2 (2025): April - June 2025 Vol. 5 No. 1 (2025): January - March 2025 Vol. 4 No. 4 (2024): Oktober - Desember 2024 Vol. 4 No. 4 (2024): October - December 2024 Vol. 4 No. 3 (2024): July - September 2024 Vol. 4 No. 3 (2024): Juli - September 2024 (In Progress) Vol. 4 No. 2 (2024): Juli -Desember 2024 Vol. 4 No. 2 (2024): April - June 2024 Vol. 4 No. 1 (2024): January - March 2024 Vol. 4 No. 1 (2024): Januari - Juni 2024 Vol. 3 No. 2 (2023): Juli - Desember 2023 Vol. 3 No. 2 (2023): July - December 2023 Vol. 3 No. 1 (2023): January - June 2023 Vol. 3 No. 1 (2023): Januari - Juni 2023 Vol. 2 No. 2 (2022): July - December 2022 Vol. 2 No. 2 (2022): Juli - Desember 2022 Vol. 2 No. 1 (2022): January - June 2022 Vol. 2 No. 1 (2022): Januari - Juni 2022 Vol. 1 No. 2 (2021): Juli - Desember 2021 Vol. 1 No. 2 (2021): July - December 2021 Vol. 1 No. 1 (2021): January - June 2021 Vol. 1 No. 1 (2021): Januari - Juni 2021 More Issue