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 633 Documents
 60   61   62   63   64 
Students’ Understanding of Algebraic Concepts and High Self-Efficacy: A Case Study in Junior High School Nurul Azisah; Ma’rup Ma’rup; St. Nur Humairah Halim; Ilhamsyah Ilhamsyah
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.v6i3.4948

Abstract

Research on self-efficacy in mathematics learning has thus far focused primarily on students with low self-efficacy or those experiencing learning difficulties; consequently, the conceptual understanding profiles of students with high self-efficacy particularly regarding algebraic concepts at the junior high school level remain largely unexplored. This study aims to describe the mathematical conceptual understanding of students categorized as having high self-efficacy in algebraic expressions. The study employed a qualitative case study approach with a single seventh-grade student who had the highest self-efficacy score as the sole subject, selected purposively based on the results of a validated self-efficacy questionnaire and teacher recommendations. Data were collected through a conceptual understanding test and in-depth interviews, analyzed using Miles’ procedures for data condensation, data presentation, and data verification, with data validity ensured through methodological triangulation. The results showed that the subject consistently met all seven indicators of mathematical concept understanding, as reflected in his ability to reconstruct the meaning of concepts in his own words, logically analyze the necessary conditions of an algebraic expression, translate real-world contexts into algebraic models, and explain the reasoning behind each step in solving algebraic subtraction problems. The results showed that the subject consistently met all seven indicators of mathematical concept understanding, as reflected in his ability to reconstruct the meaning of concepts in his own words, logically analyze the necessary conditions of an algebraic expression, translate real-world contexts into algebraic models, and explain the reasoning behind each step in solving algebraic subtraction problems. These findings suggest that high self-efficacy serves as a cognitive resource that supports coherent and self-regulated conceptual reasoning, providing an initial profile that can serve as a basis for comparative studies across levels of self-efficacy. 
Mathematical Communication Skills of Students with Adversity Quotient Personality in Solving Story Problems Reviewed from Information Processing Theory Asmira Sudiman; Rusdyi Habsyi; Lisnawati Soamole
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.v6i3.4982

Abstract

This study investigates the cognitive mechanisms underlying students' mathematical communication in solving story problems by integrating Adversity Quotient (AQ) and Information Processing Theory. Although mathematical communication has been widely recognized as a key component of mathematical proficiency, limited research has explained how students' resilience-related dispositions shape the cognitive processes through which mathematical ideas are understood, organized, and communicated. A qualitative case study was conducted with 32 eighth-grade students at SMP Negeri 2 Halmahera Barat, Indonesia. Data were collected through validated open-ended story-problem tasks, AQ classification, students' written work, and semi-structured interviews. The analysis combined descriptive categorization of mathematical communication with thematic analysis based on four cognitive processing stages: attention, perception, retrieval, and encoding. The findings show that students' mathematical communication was generally low, with 17 students in the very low category. Cross-case analysis revealed distinct patterns across AQ profiles. Climbers demonstrated relatively complete cognitive processing cycles and coherent mathematical explanations. Campers showed partial processing, especially in strategy formulation, retrieval accuracy, and justification. Quitters experienced breakdowns from the attention stage, resulting in fragmented or absent mathematical communication. This study proposes a conceptual model in which AQ functions as a resilience-related regulator of cognitive processing continuity, thereby shaping mathematical communication outcomes. The findings contribute to mathematics education by offering a process-based explanation of communication difficulties and by emphasizing the need for instruction that supports both cognitive processing and resilience in problem solving.
Analysis of Students' Computational Thinking Abilities Based on Self-esteem Aziz Musthofa; Ipah Muzdalipah; Ratna Rustina
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.v6i3.5249

Abstract

Computational Thinking (CT) skills are a fundamental 21st-century skill that is essential in solving mathematical problems, but its success is inseparable from affective factors such as Self-esteem. This research is important because there are still few in-depth qualitative studies that analyze the CT thinking process from the characteristics of Self-esteem. Restriction on categories only Self-esteemhigh and low (without medium category) are based on theory Rosenberg (1965). The purpose of this study is to describe the CT ability of students reviewed from Self-esteem high and low. The method used was qualitative exploratory with the subjects of four students of class IX C SMP Negeri 5 Tasikmalaya who were selected purposively (two with Self-esteem high and two with Self-esteem low) and able to meet all four CT indicators. Instruments include questionnaires Self-esteem Guttman scale, written tests on algebraic form stories, and semi-structured interview guidelines. Data collection was carried out through questionnaire distribution, CT tests, and in-depth interviews, while data analysis used the Miles & Huberman analysis framework (reduction, presentation, conclusion drawn) with triangulation techniques. The results showed that cognitively all subjects were able to meet all four CT indicators, but the tendency of their thought processes to differ qualitatively. Students with Self-esteem high tends to indicate a systematic, structured, and efficient thought process (for example, students tend to understand the problem immediately with confidence without difficulty simplifying algebra or tend to be more careful by double-checking). In contrast, students withSelf-esteemtend to be nervous, afraid of making mistakes, read questions repeatedly, and hesitating in determining patterns, and tend to panic at the beginning, forget formulas, and have time to ask friends. Implications, Self-esteemplays more role in shaping the quality of computational thinking experiences than simply determining the achievement of cognitive indicators
Effect of the Teaching at the Right Level Approach on Students' Mathematical Problem-Solving Ability Rika Kamelia Sartika; Ike Natalliasari; Redi Hermanto
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.v6i3.5299

Abstract

Mathematical problem-solving ability is an essential competency in mathematics learning because it enables students to understand, analyze, and solve problems systematically. However, students' mathematical problem-solving ability remains relatively low, necessitating a learning approach capable of accommodating differences in students' abilities through instruction tailored to their initial ability levels. The Teaching at the Right Level (TaRL) approach enables learning to be adapted to students' initial ability levels, thereby potentially improving mathematical problem-solving ability. This study aims to determine the effect of implementing the Teaching at the Right Level approach on mathematical problem-solving ability in the topic of linear equations. The research employed a quantitative method with a posttest-only control group design. The population of this study consisted of all eighth-grade students of SMP Negeri 15 Tasikmalaya in the 2025/2026 academic year. The research sample was selected using a cluster random sampling technique, resulting in class VIII-F as the experimental group, consisting of 33 students, and class VIII-E as the control group, consisting of 33 students. The experimental group received learning treatment using the Teaching at the Right Level approach, while the control group used the Scientific approach. Data were collected using a mathematical problem-solving ability test consisting of three essay items on the topic of linear equations, which had met the validity and reliability requirements. The data analysis techniques used included the normality test, homogeneity test, and hypothesis testing using the Independent Sample t-Test. The results showed a significant difference in mathematical problem-solving ability between students taught using the TaRL approach and those taught using the Scientific approach (t = 4.627, p value < 0.05). Thus, the implementation of learning using the Teaching at the Right Level approach had a positive effect on students' mathematical problem-solving ability (Cohen's d = 1.14).
Influence of Multiplication Domino Cards on Critical Thinking Skills in Multiplication Material Intan Firdaus; Wahyu Maulida Lestari; Duhwi Indartiningsih; Fakhrur Rozy; Ana Christanti
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.v6i3.5623

Abstract

The low critical thinking skills of elementary school students in multiplication require serious attention, as reflected in Indonesia’s below-OECD-average mathematics performance in PISA 2022 and the difficulties experienced by fifth-grade students at SDN Pucang IV Sidoarjo in understanding multiplication concepts due to teacher-centered learning and limited use of concrete media. This study examined the effect of multiplication domino cards on fifth-grade students’ critical thinking skills using a quantitative pre-experimental one-group pretest-posttest design. The participants were 24 Grade VB students selected through purposive sampling. The treatment was conducted in two meetings through card-matching activities, group discussions, worksheets, and presentations. Critical thinking was measured using 10 open-ended questions based on Facione’s indicators of interpretation, analysis, evaluation, and inference. The instrument was valid (r count > r table = 0.455) and reliable (Cronbach’s Alpha = 0.952). Data were analyzed using the Shapiro-Wilk normality test and Paired Samples t-Test. The results showed an average pretest of 59.63 increased to 81.88 in the posttest, with the results of the hypothesis test t(23) = -21.137, p < 0.001, and an effect size (Cohen's id) of 4.31 (very large category). These findings indicate a significant difference in critical thinking abilities in the groups studied after the use of multiplication domino cards media, although the design without a control group does not allow for causal conclusions to be drawn. The results of this study can be a recommendation for teachers to utilize card-based game media as an alternative for learning multiplication, as well as the need for further research with a control group experimental design.
Development of a Problem-Solving-Based Mathematics Educational Game to Support High School Students’ Mathematical Reasoning Ability Nisa Aghnia; Novaliyosi Novaliyosi; Maman Fathurrohman
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.v6i3.5637

Abstract

This study was conducted to provide an interactive problem-solving-based learning medium that supports the development of high school students’ mathematical reasoning ability. This study aimed to develop a mathematics educational game using Scratch on statistics material for tenth-grade high school students and to determine the validity, practicality, and effectiveness of the product. This study employed a Research and Development (R&D) method using the ADDIE development model. The participants consisted of three material experts, three media experts, one mathematics teacher, 35 students in the limited trial, and 32 students in the main field trial at SMA Negeri 5 Cilegon. Data were collected through validation sheets, response questionnaires, and a mathematical reasoning ability test, and were analyzed using percentages and Normalized Gain (N-Gain). The results showed that the developed game obtained a validity score of 90% from material experts and 89% from media experts, both categorized as very valid. The game also met the practicality criteria based on the teacher’s and students’ responses. The use of the game resulted in an N-Gain score of 0.567, indicating a moderate increase in students’ mathematical reasoning ability. Thus, the problem-solving-based educational game was considered valid and practical and showed potential to support students’ mathematical reasoning ability in statistics learning.
Development of a Mathematics Learning Module Based on Bugis-Makassar Culture for Systems of Linear Equation in Two Variables Nurfadillah Umar; Andi Dian Angriani; Fitriani Nur
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.v6i3.5724

Abstract

The limited availability of mathematics instructional materials that incorporate local cultural elements, particularly Bugis–Makassar culture, represents a notable gap in contextual mathematics education. Prior studies suggest that integrating local culture into mathematics learning can enhance students' conceptual understanding and contextual relevance. This study aims to describe the development procedure and evaluate the quality of a mathematics module grounded in Bugis–Makassar culture for the topic of systems of linear equations in two variables (SLETV), assessed against criteria of validity, practicality, and effectiveness. Using a Research and Development (R&D) design based on the ADDIE model, the study involved 30 Grade VIII students at MTs Madani Alauddin. Data were collected through teacher and student response questionnaires, student activity observation sheets, module implementation sheets, and learning outcomes tests and were analyzed descriptively across the three quality dimensions. The developed module met all three criteria: it achieved an average validity score of 3.7 (on a 1–4 scale), an 88% teacher response rate, and an implementation score of 1.9 (on a 1–2 scale), indicating strong practicality. Effectiveness was evidenced by an 88% positive student response rate, an 85% learning activity rate, and a 90% mastery rate on learning outcomes. These findings suggest that the module is feasible for classroom use. The novelty of this study lies in its explicit integration of Bugis–Makassar cultural context into a mathematics module on the SLETV topic, offering a contextual and culturally responsive learning resource for students
Ethnomathematics in the Architecture of the Great Mosque of Medan: Geometric Concepts and Transformations Dyah Putri Handayani; Eka Khairani Hasibuan
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.v6i3.5758

Abstract

The Great Mosque of Medan embodies cultural and architectural elements that reflect various mathematical concepts. This study explored ethnomathematical concepts embedded in its architecture and examined their potential as contextual resources for mathematics learning. A descriptive qualitative design with an exploratory orientation was employed. Data were collected through observations, interviews, and documentation involving three purposively selected administrators of the Mosque Management Board (Badan Kenaziran Masjid, BKM). Data credibility was ensured through source and method triangulation and member checking. The data were analyzed through reduction, display, and conclusion drawing to identify mathematical concepts and interpret their relationships with architectural elements and the local cultural context. The findings revealed various geometric concepts, including plane figures such as squares, rectangles, rhombuses, circles, and octagons; solid figures such as cylinders, rectangular prisms, octagonal prisms, square pyramids, and hemispheres; and geometric transformations involving translation, reflection, and rotation. Translation was identified in ornamental patterns associated with elevators and escalators, whereas reflection was evident in staircase arrangements. These findings demonstrate that mathematical concepts are embedded in the mosque's architectural features and can be interpreted within their cultural context. The architecture of the Great Mosque of Medan therefore offers a contextual resource for connecting geometric concepts with local culture and supporting meaningful mathematics learning.
Effect of GeoGebra-Assisted Discovery Learning on Junior High School Students’ Conceptual Understanding of Straight-Line Equations Rahmi Lestari; Yeni Heryani; Ike Natalliasari
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.v6i3.5373

Abstract

Developing conceptual understanding remains a central challenge in mathematics education, particularly when students rely on procedural formulas without understanding the relationships among mathematical representations. This study examined whether GeoGebra-assisted discovery learning was associated with higher conceptual understanding of straight-line equations among eighth-grade students. A quasi-experimental posttest-only control-group design was employed involving 60 students from SMP Negeri 14 Tasikmalaya, Indonesia, assigned to an experimental class 30 students and a control class 30 students. The experimental group received GeoGebra-assisted discovery learning, whereas the control group received without GeoGebra-assisted discovery learning. Students’ conceptual understanding was assessed using a validated 5-item open-ended test. Data were analyzed using descriptive statistics and an independent-samples t-test, complemented by Cohen’s d to estimate the magnitude of the between-group difference. The experimental group obtained a higher mean posttest score (M = 11.10) than the control group (M = 8.47), and the difference was statistically significant (p = .003). The standardized mean difference was d = 0.79, indicating a substantial advantage for students who participated in GeoGebra-assisted discovery learning. Within the experimental group, 16.67% of students were classified as having high conceptual understanding, 70.00% moderate understanding, and 13.33% low understanding. These findings suggest that integrating dynamic GeoGebra representations into discovery-oriented activities can support students’ conceptual understanding of straight-line equations. The study provides empirical evidence for the instructional value of combining guided mathematical discovery with dynamic representations in junior high school mathematics
Development of School Environment-Based Math City Map on Congruence and Similarity Material Zaqi Andre Alfian; Rani Refianti; Drajat Friansah
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.v6i3.5648

Abstract

This study aims to develop learning media based on Math City Map with the context of the SMP Negeri Air Lesing school environment on congruence and similarity material and to determine the media quality based on validity, practicality, and the improvement of student learning outcomes. This study used the Research and Development (R&D) method with the ADDIE model consisting of Analysis, Design, Development, Implementation, and Evaluation. Validation involved three experts: content expert, media expert, and language expert. Validation results showed that the media was in the very valid category, with percentage scores of 86.66% from the content expert, 86.15% from the media expert, and 97.14% from the language expert. Media practicality based on teacher and student responses reached 90.66% and 92.22% respectively, both falling into the very practical category. A trial involving 26 students showed an increase in average learning outcome scores from 26.38 in the pretest to 71.23 in the posttest. These results indicate that the use of media in the research trial context was accompanied by an improvement in learning outcomes in the moderate category. The implication of this study suggests that Math City Map-based learning media can serve as an alternative for teachers in applying contextual mathematics learning through the utilization of the school environment as a learning resource for congruence and similarity topics

Page 62 of 64 | Total Record : 633

 60   61   62   63   64 

Filter by Year

2021 2026


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