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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 633 Documents
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Analysis of Elementary School Students' Creative Thinking in Solving Mathematical Problems Based on Level of Mathematical Understanding Ismail Nur; Muhammad Ilyas; Taufiq Taufiq; Patmaniar Patmaniar
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.v6i3.5863

Abstract

Creative thinking is an essential mathematics competency, supporting idea generation, strategy selection, and non-routine problem solving. At the elementary level, it must be developed systematically so students move beyond routine procedures toward flexible, logical, reflective thinking. This study describes sixth-grade students' creative thinking in solving data-handling problems by level of mathematical understanding. Using a qualitative descriptive approach, three sixth-grade students at UPT SD Negeri 099 Masamba were purposively selected for high, moderate, and low understanding levels. Data were collected through a creative-thinking test and semi-structured interviews, analyzed using fluency, flexibility, originality, and elaboration indicators. Credibility was strengthened through triangulation of written responses and interviews; data were processed through reduction, display, verification, and conclusion drawing. The high-ability student displayed all four indicators strongly and consistently, proposing alternative strategies, adjusting solution steps, developing logical plans, and re-checking solutions. The moderate-ability student showed all indicators but was inconsistent in exploring ideas, developing solutions, and evaluating answers. The low-ability student showed limitations in independently generating strategies, developing solutions, and explaining reasoning in detail. These findings show that understanding level relates to differences in students' creative-thinking characteristics in problem solving. Instruction should therefore give students room to explore strategies, explain reasoning, and reflect on solutions.
Analysis of Students' Mathematical Thinking Skills in Trigonometry Learning through a Digital Worksheet Assisted by Virtual Reality Nora Nurhalita; Ely Susanti; Meryansumayeka Meryansumayeka
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 4 (2026): October - December 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i4.5916

Abstract

Mathematical thinking skills are skills that students need to master, particularly in trigonometry. This study aims to analyze and describe students’ mathematical thinking skills in trigonometry learning through Digital Worksheet assisted by Virtual Reality. The method used was qualitative descriptive. The research subjects consisted of 32 tenth-grade students at SMA N 1 Belitang. The research procedure consisted of three stages: preparation, implementation, and the final stage. Data were collected through Digital Worksheet assisted by Virtual Reality, written tests, and interviews. Data analysis was conducted in three stages: data reduction, grouping the data based on four indicators of mathematical thinking skills, and presenting the data based on the Digital Worksheet assisted by Virtual Reality, written tests, and interviews, followed by drawing conclusions. The results of using a Digital Worksheet assisted by Virtual Reality in the specializing activity showed that students were able to identify and explain known and requested information. In the generalizing activity, students were able to transform contextual situations into right triangles. In the conjecturing activity, students were able to make conjectures about the appropriate trigonometric ratios to solve problems. In the convincing activity, students were able to prove their conjectures through calculations and draw conclusions. Based on the written test results and interviews, 14 students with very good skills were able to accurately meet all four indicators of mathematical thinking, 17 students with good skills were able to meet all four indicators although still some errors caused by rushing and a lack of attention to detail, and 1 student with fairly good skills was better able to demonstrate the specializing indicator but still experienced difficulties with the generalizing, conjecturing, and convincing indicators. The results of this study indicate that Digital Worksheet assisted by Virtual Reality in trigonometry learning to support students’ mathematical thinking skills.
Effects of Interactive E-Modules on Junior High School Students' Mathematical Communication in Circle Geometry Across Self-Regulated Learning Levels Sulistiawatun Soleha; Habibi Ratu Perwira Negara; Susilahudin Putrawangsa
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 4 (2026): October - December 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i4.5941

Abstract

Mathematical communication skills are one of the most important competencies in mathematics education. However, students’ mathematical communication skills are still not optimal, necessitating alternative teaching methods that can support students in developing and conveying their mathematical ideas. This study aims to analyze improvements in students’ mathematical communication skills based on the use of interactive e-modules and their level of Self-Regulated Learning (SRL), as well as to determine the interaction between the two. The study employed a quantitative approach with a 2×3 factorial quasi-experimental design. The research subjects consisted of 80 11th-grade students at MAN 1 Lombok Tengah, divided into experimental and control groups. Data on mathematical communication skills were collected through pretests and posttests using a test instrument, while SRL data were collected via a questionnaire. Improvements in mathematical communication skills were analyzed using N-Gain. Inferential analysis employed the Mann-Whitney and Kruskal-Wallis tests, along with follow-up tests using the Bonferroni correction. The results showed no significant difference in the improvement of mathematical communication skills between the experimental and control classes (p = 0.885). Conversely, there was a difference in improvement based on SRL levels (p < 0.001), with all category pairs showing significant differences after the Bonferroni correction. The analysis results also showed that there was no significant interaction between the use of interactive e-modules and SRL levels on the improvement in students’ mathematical communication skills (p = 0.708; Partial Eta Squared = 0.009). The findings indicate that the SRL level is associated with variations in the improvement of students’ mathematical communication skills, whereas the use of interactive e-modules did not show a significant difference in improvement compared to conventional learning.

Page 64 of 64 | Total Record : 633

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