Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Kognitif: Jurnal Riset HOTS Pendidikan Matematika publishes high-quality research in the field of mathematics education related to Higher-Order Thinking Skills (HOTS), including issues of Ethnomathematics, Realistic Mathematics Education (RME), mathematical abilities, learning technologies, and the design and development of mathematics instruction. This journal is a collaboration between Education and Talent Development Center Indonesia (ETDCI) and Departement of Mathematics, Faculty Mathematics and Natural Sciences, Universitas Negeri Makassar.
Education and Talent Development Center Indonesia (ETDC Indonesia)
Education and Talent Development Center of Indonesia (ETDC Indonesia) e-mail: kognitif@gmail.com, website : https://etdc-indonesia.com Kognitif: Jurnal Riset HOTS Pendidikan Matematika dengan Situs: https://etdci.org/journal/kognitif berlisensi Creative Commons Attribution-ShareAlike 4.0 International License p-ISSN 2776-9984, e-ISSN 2776-9704
Enhancing High School Students’ Critical Thinking through HOTS-Based Interactive E-Modules
Critical thinking skills are a core competency in mathematics learning, particularly in addressing problems that require higher-level reasoning. However, empirical evidence indicates that students’ critical thinking skills remain relatively low, resulting in limited ability to analyze, evaluate, and draw conclusions when solving complex mathematical problems. This study aimed to examine the effect of using Higher-Order Thinking Skills (HOTS)-based interactive e-modules on students’ critical thinking skills in mathematics learning. A quantitative approach was employed using a pre-experimental one-group pretest–posttest design. The participants consisted of 31 tenth-grade students selected through a saturated sampling technique. The research instruments included observation sheets and a critical thinking skills test, both of which were validated by experts and met reliability criteria. Data were collected through the administration of pretests and posttests and analyzed using a paired-sample t-test to determine differences in students’ critical thinking skills before and after the intervention. The results indicate that students’ critical thinking skills prior to the implementation of the HOTS-based interactive e-modules were relatively low. Following the intervention, students’ critical thinking skills showed a significant improvement, as evidenced by higher posttest scores compared to pretest scores and a statistically significant paired-sample t-test result (p < 0.05). These findings demonstrate that HOTS-based interactive e-modules have a significant positive effect on improving students’ critical thinking skills in mathematics learning. Therefore, the use of HOTS-based interactive e-modules is recommended as an alternative instructional resource to support the development of students’ higher-order thinking skills.
Copyright (c) 2026 Baiq Riska Bayu, Baiq Rofina Arvy, Ahmad Nasrullah https://creativecommons.org/licenses/by-sa/4.0
Application of Game-Based Outdoor Learning to Mathematical Spatial Ability
The majority of students have very low levels of spatial thinking ability. Spatial ability is essential for students to better understand geometry topics, particularly polyhedra (solid figures with flat faces). This condition is further exacerbated by the use of conventional mathematics teaching methods, which primarily focus on lectures, textbooks, and drill exercises. As a result, classroom learning often leads students to feel bored and less enthusiastic. To address this issue, the researcher implemented a game-based outdoor learning approach. Therefore, this study aims to examine the improvement in the mathematical spatial ability of ninth-grade students after the implementation of game-based outdoor learning. The research subjects were students of class IX B at one junior high school in Jambi City. This study employed a quantitative descriptive pre-experimental method, using a One-Group Pretest–Posttest Design, in which only one experimental class was given the treatment. To determine the level of improvement in students’ mathematical spatial ability, N-gain analysis was used. The N-gain value was calculated by comparing the difference between pretest and posttest scores, and the results were interpreted into high, moderate, or low improvement categories. Based on descriptive statistical analysis, the research data showed that the minimum student score was 20, the maximum score was 86.6, and the mean score of students’ mathematical spatial ability was 56.6357, with a standard deviation of 17.44458. Out of 28 students, 3 students showed a high improvement in spatial ability, 20 students showed moderate improvement, and 5 students showed low improvement. The implementation of game-based outdoor learning was found to enhance students’ spatial ability, particularly in the geometry of polyhedra, by integrating physical and collaborative activities to achieve enjoyable learning objectives.
Copyright (c) 2026 Indah Nur Rohmah, Sofnidar, Khairul Anwar https://creativecommons.org/licenses/by-sa/4.0
Improving Students’ Mathematical Reasoning Ability through the Use of the Joyful Learning Model Assisted by GeoGebra
The mathematics learning process in schools often faces challenges such as low student engagement, limited conceptual understanding, and the dominance of less interactive teaching approaches. These conditions hinder the development of higher-order thinking skills, particularly students’ mathematical reasoning ability. Therefore, innovative and technology-assisted learning models are required to improve the effectiveness of mathematics instruction. This study aims to examine the improvement of students’ mathematical reasoning ability through the implementation of the Joyful Learning model assisted by GeoGebra. The research employed an experimental method using a One Group Pretest–Posttest Design. The population consisted of all seventh-grade students of SMP 3 Al-Muhajirin, while the sample comprised 29 students from Class VII E selected using a simple random sampling technique. Data were collected using an essay-based test designed to measure mathematical reasoning ability and administered before and after the learning intervention. Statistical analysis was conducted using normality testing and the Wilcoxon signed-rank test with the support of IBM SPSS Statistics 24. The results indicate a statistically significant difference between pretest and posttest scores, showing an improvement in students’ mathematical reasoning ability after the implementation of the Joyful Learning model assisted by GeoGebra. This improvement reflects students’ enhanced ability to propose conjectures, identify patterns, apply mathematical manipulation, and draw logical conclusions. These findings suggest that the integration of the Joyful Learning model and GeoGebra is an effective instructional approach for fostering mathematical reasoning ability and creating a more engaging mathematics learning environment.
Copyright (c) 2026 Silpa Rahmawati, Ipah Muzdalipah, Siska Ryane Muslim https://creativecommons.org/licenses/by-sa/4.0
Ethnomathematics Exploration of West Tulang Bawang Tikew Woven
This study explores ethnomathematical elements embedded in Tikew weaving, a traditional craft of the Lampung culture. To date, no ethnomathematics research has specifically examined Tikew weaving in West Tulang Bawang, indicating a gap in the literature regarding the mathematical and cultural values inherent in this local practice. Therefore, this study aims to identify mathematical concepts from an ethnomathematical perspective and to examine the cultural values reflected in Tikew weaving. This research employed a qualitative ethnographic approach using a multidisciplinary perspective. Data were collected through observations, interviews, and documentation. The research instruments consisted of interview guidelines and observation protocols. Data analysis was conducted using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that Tikew weaving reflects Lampung cultural values while simultaneously exhibiting meaningful mathematical patterns, particularly geometric concepts. These concepts include plane geometry and three-dimensional forms manifested in the structural patterns of Tikew woven products. The results demonstrate that Tikew weaving can serve as a rich source of contextual mathematical ideas grounded in local culture. This study contributes to the enrichment of ethnomathematics literature by documenting mathematical concepts rooted in indigenous cultural practices. In addition, it supports cultural preservation and offers alternative instructional media for mathematics learning based on local culture. By integrating local cultural contexts, mathematics learning can become more meaningful, contextual, and engaging, while also fostering students’ appreciation of cultural heritage.
Copyright (c) 2026 Novellia Hendriawati, Fitria Lestari, Noprisa https://creativecommons.org/licenses/by-sa/4.0
Analysis of Students' Mathematical Literacy Skills after Participating in Differentiated Learning with the Outdoor Modeling Mathematics Model
Students’ mathematical literacy remains a persistent challenge across educational levels and continues to be a critical concern in mathematics education. This condition suggests that existing learning practices are largely dominated by conventional instructional approaches that do not adequately accommodate students’ diverse learning needs and readiness levels. The study aimed to analyze the mathematical literacy abilities of Grade VII junior high school students after participating in differentiated outdoor mathematics learning on integer topics. A mixed-methods research design was employed. Quantitative data were collected from 25 students of Grade VII-B at SMP Negeri 17 Batanghari through the implementation of differentiated outdoor learning activities, supported by learning implementation observation sheets. Subsequently, qualitative data were gathered from six selected students to gain deeper insights into their mathematical literacy processes through analysis of test responses and semi-structured interviews. Mathematical literacy was assessed based on students’ performance on literacy-oriented test items and interview data. The results indicated that overall student completion reached 44%, with 20% of students categorized as having high mathematical literacy, 52% moderate literacy, and 28% low literacy. Further analysis based on students’ learning readiness showed that students with high readiness (S1KBT and S2KBT) achieved completion levels of 98.33% and 83.33%, respectively. Students with moderate readiness (S1KBS and S2KBS) attained 81.66% and 80%, while students with low readiness (S1KBR and S2KBR) reached 78.33% and 53.33%. These findings suggest that differentiated outdoor mathematics learning contributes to the development of students’ mathematical literacy across varying levels of learning readiness.
Copyright (c) 2026 Nida Nur Halimah, Sofnidar, Khairul Anwar https://creativecommons.org/licenses/by-sa/4.0
Impact of the Auditory, Intellectually, and Repetition (AIR) Learning Model on Students’ Mathematical Critical Thinking
Critical thinking is an essential skill in 21st-century mathematics education; however, Indonesian students still demonstrate low achievement in this domain. Preliminary observations at SMP Negeri 8 Gunungsitoli revealed that students’ mathematical critical thinking skills were not yet optimal, partly due to the predominance of conventional instructional approaches. This study examined the effect of the Auditory, Intellectually, and Repetition (AIR) learning model on students’ mathematical critical thinking skills. A quasi-experimental method with a nonequivalent control group design was employed, involving 60 seventh-grade students divided into an experimental group (n = 30) and a control group (n = 30). The research instrument was an essay-based mathematical critical thinking test consisting of three items, which demonstrated logical and empirical validity and satisfactory reliability. The results indicated that both groups had relatively comparable low baseline performance. After the intervention, the experimental group achieved a mean score of 71.80 (high category), whereas the control group reached only 39.80 (low category). An independent-samples t-test showed that t = 10.683 exceeded ttable = 1.672 (p < 0.05), with a very large effect size (Cohen’s d = 2.76). Simple linear regression analysis indicated that the AIR model accounted for 88.6% of the variance in students’ mathematical critical thinking skills (R² = 0.886). These findings confirm that the AIR learning model effectively enhances mathematical critical thinking by engaging students in listening activities, reflective intellectual processing, and repeated practice. This study contributes theoretically to the development of higher-order thinking-oriented mathematics instruction and offers practical implications for teachers and policymakers in promoting interactive, student-centered learning models.
Copyright (c) 2026 Indah Natalia Harefa, Yakin Niat Telaumbanua, Ratna Natalia Mendrofa, Netti Kariani Mendrofa https://creativecommons.org/licenses/by-sa/4.0
Analysis of Students’ Readiness to Prepare Research Reports in Research Methodology Courses
Students’ ability to prepare research reports is an important academic competence that must be developed as part of scientific literacy in higher education. A research report not only serves as the final product of learning in a research methodology course, but also reflects students’ readiness to understand research concepts, apply methodological procedures, and communicate research findings in a systematic and academically acceptable manner. In practice, students’ readiness to prepare research reports varies, even after they have completed a Research Methodology course. This study aimed to describe students’ readiness to prepare research reports in a Research Methodology course in terms of five aspects: methodological understanding, technical writing skills, academic readiness, psychological readiness, and learning support. This study employed a descriptive quantitative design involving 35 fifth-semester students in the Mathematics Education program. Data were collected using a four-point Likert-scale questionnaire consisting of 21 items, distributed online via Google Forms. Data were analyzed descriptively by calculating mean scores and categorizing students’ readiness levels. The results showed that, overall, students’ readiness was at a moderate level across all measured aspects. Learning support obtained the highest mean score, whereas technical skills for preparing research reports received the lowest. These findings indicate that strong learning support is not yet fully matched by students’ internal readiness. Therefore, this study recommends strengthening Research Methodology instruction by placing greater emphasis on research report writing practice, staged exercises, and continuous feedback.
Copyright (c) 2026 Netti Kariani Mendrofa, Ratna Natalia Mendrofa https://creativecommons.org/licenses/by-sa/4.0
Analysis of Students' Intuitive Thinking Abilities in Solving Mathematical Problems on Integer Topics
This study aims to analyze and describe students' intuitive thinking abilities in solving mathematical problems on the topic of integers. This research employs a qualitative descriptive method. One research subject (S1) will be selected using purposive sampling based on their ability to demonstrate initial indications of intuitive thinking, such as the accuracy and speed of their initial response to a problem. The research instrument consists of one integer problem-solving test question designed to assess intuitive thinking abilities. Data is collected through triangulation using the think-aloud technique during the problem-solving process, followed by a semi-structured interview to explore the subject's (S1) reasoning and intuitive thought processes. Data is analyzed qualitatively through the stages of data reduction, data presentation, and conclusion drawing. The results reveal that intuition, specifically the common-sense type, acts as a cognitive bridge that accelerates the emergence of ideas and the formulation of problem-solving strategies. This intuitive thinking characteristic is demonstrated through the application of systematic strategies, logical reasoning, and a strong reliance on prior learning experiences. These findings indicate that learning experiences can serve as a crucial foundation in forming effective mathematical intuition. Therefore, mathematics instruction should be designed to enrich student experiences through a variety of problem-solving tasks to develop students' intuitive thinking abilitie
Copyright (c) 2026 Noera Shikin, Nizlel Huda, Ade Kumalasari https://creativecommons.org/licenses/by-sa/4.0
Mathematical Literacy in Statistics Following Differentiated Learning Using Outdoor Modeling Mathematics
Indonesia’s students continue to show low literacy and numeracy performance. In PISA, Indonesia ranked 68th out of 81 countries with a mathematics score of 379. This study describes eighth-grade students’ mathematical literacy in statistics after differentiated learning implemented through the Outdoor Modeling Mathematics (OMM) model. The study was conducted at SMPN 5 Pelepat Ilir in May 2025 using a qualitative descriptive design. Six students were selected purposively from a class of 33 based on learning readiness: high (S1KBT, S2KBT), moderate (S1KBS, S2KBS), and low (S1KBR, S2KBR). Data were collected through a mathematical literacy test and semi-structured interviews and were analyzed using three literacy processes: formulating situations mathematically, employing mathematical concepts, facts, procedures, and reasoning, and interpreting and evaluating mathematical results. The findings show that all six students met the three processes, indicating a high level of mathematical literacy after the intervention.
Copyright (c) 2026 Kaivida Novi Yosita Aritonang, Sofnidar, Dewi Iriani https://creativecommons.org/licenses/by-sa/4.0
The Role of Cognitive Flexibility in Resolving Student Misconceptions: Evidence from Algebra Tasks
Algebra is one of the fundamental subjects in secondary school mathematics education, but various studies show that students still often experience misconceptions, particularly in root form operations, which tend to persist even after formal instruction. One ability that is considered to have the potential to help students respond to these misconceptions is cognitive flexibility, which is the ability to use, compare, and switch between strategies adaptively. This case study aims to identify the characteristics of students' misconceptions in algebraic root operations and describe the role of cognitive flexibility in terms of variety, shifting, and justification/reflection. The study uses a qualitative approach with a contrastive case study design. Data were collected through a written test containing 12 root questions and semi-structured interviews based on stimulated recall. The analysis was conducted by combining mathematical correctness and cognitive flexibility scores with within-case and cross-case qualitative analysis. The results show that cognitive flexibility plays a role in responding to misconceptions, but its role is conditional. The novelty of this study lies in the finding that cognitive flexibility only contributes to the revision of misconceptions when supported by a strong conceptual understanding. Without this foundation, flexibility tends to produce procedural variations without meaningful conceptual change. The implication is that mathematics teachers need to design root form learning that not only encourages the use of various strategies but also emphasizes strategy comparison and conceptual reflection to help students reconstruct their understanding.
Copyright (c) 2026 Alfiah Nurfadhilah AM Hindi, Usman Mulbar https://creativecommons.org/licenses/by-sa/4.0
Mathematical Reflective Thinking of Junior High School Students in Solving Algebra Problems
Mathematical reflective thinking is a key higher-order thinking skill in mathematics learning. However, these skills remain underdeveloped for some students, particularly when solving algebraic problems. This study aims to describe seventh-grade students’ mathematical reflective thinking in algebraic problem solving. The participants were all students in Class VIIA at a junior high school in Karawang. Using purposive sampling based on a reflective thinking test, three students were selected to represent high, medium, and low ability categories. Data were collected through a test and follow-up interviews and analyzed qualitatively to capture patterns of reflective thinking across categories. The findings show clear variation among students. High-ability students reflected logically on both the problem-solving process and the correctness of results. Medium-ability students demonstrated partial and inconsistent reflection, often reflecting on steps but not fully evaluating their conclusions. Low-ability students experienced substantial difficulty in monitoring and evaluating their work. These results suggest that students’ reflective thinking develops at different levels in algebraic problem solving, and future research should examine instructional and individual factors that shape these differences.
Copyright (c) 2026 Desri Rizkia Nurfarihah, Dani Firmansyah https://creativecommons.org/licenses/by-sa/4.0
Development of Android-Based Interactive Learning Media to Facilitate the Flipped Classroom Learning Model
The urgency of developing learning media in the flipped classroom lies in the need for digital tools that can facilitate pre-class independent learning, as existing media are generally linear and lack interactivity. This study aims to develop interactive Android-based learning media called Math Venture Algebra to support ninth-grade junior high school algebra learning through the flipped classroom model. The development was carried out using an R&D approach based on the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), which is relevant because it provides a systematic process for designing interactive Android-based media. Data was collected through semi-structured interviews and questionnaires validated by two subject matter experts and two media experts, and tested on 30th grade students at Tasikmalaya State Junior High School 5. The instrument uses a Likert scale that has been tested for validity and reliability, while the data is analyzed descriptively. Math Venture Algebra media is designed with key features such as instructional videos, interactive exercises, quizzes, and adaptive navigation that support the pre-class flipped classroom phase, so that students can learn independently before face-to-face discussions. The results of the study show that this media is in the “highly feasible” category according to expert assessment, as well as “very practical” according to students with a practicality level of 87%. These findings confirm that Android-based interactive media integrated with the flipped classroom contributes to increased independence, engagement, and quality of mathematics learning, while enriching 21st-century technology-based educational practices.
Copyright (c) 2026 Vina Cahya Farhani , Satya Santika, Eva Mulyani https://creativecommons.org/licenses/by-sa/4.0
Exploration of Ethnomathematics in Kobhung Madura
The integration of education and culture is one of the rapidly developing fields of mathematics research today, especially through studies of traditional architecture such as Madurese kobhung. This study aims to describe the forms and patterns of ethnomathematics contained in the kobhung structures of the Madurese community. This approach is important because it can help students understand abstract geometric concepts through their connection with Madurese local wisdom. This study aims to describe the mathematical concepts found in the structure and patterns of the Madurese kobhung and map out how these concepts can be used in the mathematics learning process. The method used is qualitative research with an ethnographic approach. The research subjects are 10 Madurese informants in Pamekasan and authentic kobhung structures as purposive samples. Data collection methods included direct participatory observation in the field, in-depth interviews, visual documentation, and literature study. The main instrument was the researcher as a human instrument. Data analysis followed the Miles and Huberman model, which included data reduction, data presentation, and conclusion drawing with source triangulation validation and reliability through retesting. The results of this study describe Madurese kobhung as containing mathematical elements, namely straight/parallel lines, acute/obtuse/right angles, flat shapes (rectangles, isosceles triangles, trapezoids), congruence, geometric transformations, and the Pythagorean theorem in the pracik structure. The ethnomathematical study of kobhung in geometry learning shows that this traditional architecture can be used as a context for mathematics learning, so that the material taught becomes more contextual and has cultural meaning. This study is still limited to identifying ethnomathematical elements in the Madurese kobhung structure and has not examined its application and effectiveness in classroom learning. Therefore, the researchers recommend further research on its implementation in mathematics classroom learning.
Copyright (c) 2026 Ulfi Syamsiyatul Maghfiroh, Moh. Zayyadi, Sri Indriati Hasanah https://creativecommons.org/licenses/by-sa/4.0
Ethnomathematics Mencak at Traditional Wedding Ceremonies in Seluma Regency
Mathematics not only developed as an abstract science, but it was also present and rooted in the cultural practices of society. One form of this linkage can be studied through an ethnomathematical approach, which plays an important role in the preservation of local culture as well as the development of cultural-context-based mathematics learning. This research aims to identify and describe the ethnomathematical concepts contained in the mencak tradition as the cultural heritage of the community. This research uses a qualitative method with research subjects consisting of traditional leaders and practitioners of the mencak tradition who understand the process and meaning of the implementation of the tradition. Data was obtained through observation, in-depth interviews, and documentation, then analyzed using Miles and Huberman's interactive analysis model which included data reduction, data presentation, and conclusion drawn. The results of the study show that in the movements and formations in the mencak tradition there are mathematical concepts in the form of taper angles, right angles, blunt angles, straight angles, and reflex angles. These concepts arise from the position of the body, the direction of movement, and the patterns of interaction between traditional actors, which reflect mathematical understanding that is naturally integrated in cultural practice. These findings show that the mencak tradition has potential as a source of ethnomathematics-based mathematics learning.
Copyright (c) 2026 Lorenza Puspita Sari, Nyayu Masyita Ariani, Kashardi https://creativecommons.org/licenses/by-sa/4.0
Effects of Video-Assisted 5E Learning Cycle Instruction on Mathematical Literacy
This study aimed to examine the effect of a video-assisted 5E Learning Cycle model on Grade 11 students’ mathematical literacy at SMA Negeri 3 Siak Hulu. A quasi-experimental method with a nonequivalent control group design was employed. The study is timely in a global context, as mathematical literacy is widely recognized as a key 21st-century competency. The population comprised all Grade 11 students at SMA Negeri 3 Siak Hulu in the 2024/2025 academic year. Using purposive sampling, two intact classes were selected: Class XI.3 (n = 35) as the experimental group and Class XI.2 (n = 35) as the control group. Data were collected using pretest and posttest instruments and analyzed through descriptive and inferential statistics. The findings indicated a difference in the mean mathematical literacy scores between the experimental and control groups. Therefore, it can be concluded that video-assisted 5E Learning Cycle instruction had a significant effect on students’ mathematical literacy. This study contributes to the literature by providing evidence on the effectiveness of an innovative, video-supported instructional model and offers practical implications for implementing more effective and sustainable mathematics learning.
Copyright (c) 2026 Annisa Stabita, Sari Herlina https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of Problem-Based Learning with the Teaching at the Right Level Approach on Students' Mathematical Concepts Understanding Ability
Mathematical concept comprehension ability reflects students' proficiency in restating mathematical ideas and applying them in various contexts. This study aims to describe the results of problem-based learning combined with the Teaching at the Right Level (TaRL) approach on the mathematical concept understanding ability of junior high school students. This research uses a quantitative method with a pre-experimental design of the One-Shot Case Study type. The research subjects are students from class VIII-K of SMP Negeri 8 Tasikmalaya, who were selected purposively. Data was collected through essay tests that had been validated for content and reliability. The analysis results show that the data is normally distributed and the obtained t-value is greater than the t-table value (3.534 > 1.697), indicating that problem-based learning with the TaRL approach yields learning outcomes that exceed the learning achievement criteria (KKTP). These findings indicate that an integrative problem-based learning model with TaRL has the potential to improve students' understanding of mathematical concepts across various ability levels.
Copyright (c) 2026 Juika, Sinta Verawati Dewi, Yeni Heryani https://creativecommons.org/licenses/by-sa/4.0
Effect of Inquiry Learning and Culturally Responsive Teaching and Mathematical Problem Solving
The low level of students’ mathematical problem-solving ability remains a major issue in mathematics learning, particularly when instructional practices fail to actively engage students and to integrate cultural contexts relevant to their daily lives. This study was motivated by the limited integration of the Inquiry Learning Model with the Culturally Responsive Teaching (CRT) approach, especially within Islamic boarding school settings, and by the suboptimal achievement in solving problems related to the System of Linear Equations in Three Variables. This research aimed to examine (1) whether there is a significant effect of the Inquiry Learning Model integrated with CRT on students’ mathematical problem-solving ability, and (2) the magnitude of such an effect. A quasi-experimental method with a posttest-only control group design was employed. The population consisted of all tenth-grade female students of SMA Terpadu Riyadlul ‘Ulum in the 2025/2026 academic year. Samples were selected through purposive sampling and cluster random sampling, resulting in class X-1 as the experimental group and class X-4 as the control group. The instrument was an essay test constructed based on Polya’s four problem-solving indicators and validated by experts. Data were analyzed using the Shapiro–Wilk normality test, Levene’s homogeneity test, Independent Samples t-test, and coefficient of determination. The findings revealed a significant difference between the experimental and control groups (p = 0.000 < 0.05). The coefficient of determination (R² = 0.436) indicates that 43.6% of the variance in mathematical problem-solving ability was explained by the applied learning model, which falls into a moderate effect category. Thus, the integration of the Inquiry Learning Model with the CRT approach significantly enhances students’ mathematical problem-solving ability and is recommended as an effective contextual learning alternative in mathematics education.
Copyright (c) 2026 Wiska Adhwaa Budiarsih, Hetty Patmawati, Sri Tirto Madawistama https://creativecommons.org/licenses/by-sa/4.0
Playing, Moving, and Thinking: Game-Based Outdoor Learning to Mathematical Problem-Solving Ability
The low level of students’ mathematical problem-solving ability, particularly in learning linear equations in one variable, is influenced by monotonous conventional instruction, making it necessary to adopt a more effective and engaging learning approach to improve this ability. However, empirical studies examining the implementation of game-based outdoor learning to enhance mathematical problem-solving ability in linear equations in one variable at the junior high school level remain limited. Accordingly, this study aims to examine the improvement in mathematical problem-solving ability of VIII students after the implementation of game-based outdoor learning. The research participants were 24 students of class VIII B at a junior high school in Jambi City, selected using a cluster random sampling technique. This study adopted a quantitative descriptive method with a pre-experimental One-Group Pretest–Posttest Design. Students’ improvement in mathematical problem-solving ability was analyzed using N-gain, which was classified into high, moderate, and low categories. Based on the N-gain analysis, of the 24 students involved, 4 students showed a high level of improvement, 14 students demonstrated moderate improvement, and 6 students exhibited low improvement in mathematical problem-solving ability These findings contribute empirical evidence supporting the implementation of game-based outdoor learning to improve junior high school students’ mathematical problem-solving ability in linear equations in one variable.
Copyright (c) 2026 Rani Puspita Sari, Sofnidar, Khairul Anwar https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of the Joyful Learning Model with Scratch-Assisted Learning Media on Students' Mathematical Literacy
This study was motivated by students’ mathematical literacy levels that have not yet met expected learning standards and by the limited use of interactive learning media in schools. In addition, studies that combine learning models and digital media to improve students’ mathematical literacy remain limited. This study aimed to examine the effectiveness of a joyful learning model supported by Scratch-based learning media in improving students’ mathematical literacy, as well as to describe students’ mathematical literacy performance, learning activities, and responses during the implementation. The study employed a one-shot case study experimental design. The population comprised all seventh-grade students at SMP Negeri 10 Tasikmalaya, and the sample was Class VII K (n = 32), selected through simple random sampling. Data were collected using a mathematical literacy test, a learning activity observation sheet, and a student response questionnaire. The data were analyzed using a binomial (proportion) test. The results indicated that the joyful learning model supported by Scratch-based media was effective for students’ mathematical literacy, with students’ mathematical literacy categorized as moderate (71.9%). Student learning activities were classified as very good, and students’ responses to the learning were very positive.
Copyright (c) 2026 Natasya Putri Ardhiatul Al Rizky, Elis Nurhayati, Depi Setialesmana https://creativecommons.org/licenses/by-sa/4.0
Ethno-Biomathematics for Junior High School Students' Understanding of Cell Structure: A Case Study
Biology learning at the junior high school level, particularly regarding the structure of plant cells and tissues, is often considered difficult due to its microscopic and abstract characteristics. This study intends to integrate ethnomathematics (the study of mathematical concepts in local culture and environment) as a contextual bridge to facilitate student understanding. We conducted this case study at a junior high school in Wajo Regency, using the Classroom Action Research (CAR) method with a qualitative descriptive design. The research stages include (1) identification of local ethnomathematics; (2) development of teaching materials; and (3) implementation and observation. The findings indicated that the incorporation of ethnomathematics substantially enhanced students' visualization abilities and contextual comprehension. Students more easily internalized the concept of efficient tiling (hexagonal patterns) in plant tissues after analyzing similar patterns found in flora in their surrounding environment. This approach transformed learning into a more active and meaningful one by concretizing abstract material through locally relevant mathematical objects. This study concludes that using native botanical geometric patterns is a creative strategy that shifts the paradigm of biological learning from mere memorization to contextual exploration, while simultaneously improving students' numeracy literacy.
Copyright (c) 2026 Muhammad Hasbi, Fitri https://creativecommons.org/licenses/by-sa/4.0
Development of the Silindar E-Module Based on Problem Based Learning with a STEM Approach on SPLDV to Enhance Students Problem Solving Skills
Mathematics learning in schools should be able to optimally stimulate these higher-order thinking skills to meet the demands of 21st-century competencies. However, conditions in the field show that learning still tends to be teacher-centered and the availability of contextual teaching materials is limited. This condition triggers students' difficulties in formulating mathematical models, especially in the SPLDV material, so that students' problem-solving abilities are not optimally honed. This development research is specifically limited to the objective of developing and testing the level of validity and practicality of the Silindar E-Module on SPLDV material based on Problem Based Learning (PBL) and the STEM approach. The method used is development research with the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. Data collection uses validation sheets from media experts and material experts, as well as questionnaire responses from teachers and students. The results of the study show that the Silindar E-module meets the criteria of being very valid in terms of design and material substance with an average overall validity score of 3.68 consisting of a media expert assessment of 3.76 and a material expert assessment of 3.60. The Silindar E-module was also declared very practical when applied in learning based on an average combined practicality of 3.56 with the results of the teacher response questionnaire with an average of 3.73 and a student response of 3.39. These findings confirm that the Silindar E-module is suitable for use as an interactive learning tool to facilitate the improvement of students' mathematical problem-solving abilities and support the implementation of the independent curriculum.
Copyright (c) 2026 Muhammad Farkhan Tamam, Iswahyudi Joko Suprayitno, Eko Andy Purnomo https://creativecommons.org/licenses/by-sa/4.0
Relationship between Self-Confidence and Students' Mathematical Creative Thinking Ability
Mathematical creative thinking ability and self-confidence are two important interrelated aspects in mathematics learning. Self-confidence plays a role in encouraging students' courage to put forward ideas, try various problem-solving strategies, and persevere when facing difficulties, thus potentially supporting the development of mathematical creative thinking ability. Therefore, a study on the relationship between self-confidence and mathematical creative thinking ability is important to understand the contribution of the affective aspect to the development of students' cognitive abilities. This study used a quantitative approach with a correlational method to analyze the relationship between the two variables. The subjects were eighth-grade students of SMP Negeri 8 Garut who were selected using a purposive sampling technique. Data were collected through a self-confidence questionnaire and a mathematical creative thinking ability test in the form of descriptive questions. The questionnaire and test instruments have undergone validity and reliability tests to ensure the feasibility of measuring each research variable. Based on the results of the descriptive analysis, it is known that the majority of students have self-confidence in the medium category (54%), while mathematical creative thinking ability is in the medium category (38%). Because one of the data is not normally distributed, inferential analysis was conducted using the Spearman correlation test. The results of this test indicate a significant positive relationship between self-confidence and mathematical creative thinking ability, with a correlation coefficient of 0.464 and a significance value of 0.017 < 0.05. Thus, it can be concluded that the higher the student's self-confidence, the better the mathematical creative thinking ability they have. This shows that self-confidence contributes to mathematical creative thinking ability, although it is not the only influencing factor.
Copyright (c) 2026 Elsa Rohmania, Iyam Maryati https://creativecommons.org/licenses/by-sa/4.0
Development of an Instrument to Measure Problem Solving and Numeracy Literacy Based on Ethnomathematics
Problem solving and numeracy literacy are essential competencies in 21st-century mathematics education, as they require students to understand, apply, and interpret mathematical concepts in real-world contexts. However, school assessments remain predominantly procedural and have not comprehensively measured these competencies. This study aimed to develop a contextual essay-based test instrument grounded in ethnomathematics to assess senior high school students’ problem solving and numeracy literacy skills. This research employed a research and development (R&D) method, including needs analysis, test blueprint design, item development, expert validation, limited field testing, and item analysis using the Classical Test Theory approach supported by SPSS. The trial involved 28 twelfth-grade students of SMA Negeri 1 Ketapang. The results showed that the instrument demonstrated very high content validity (average 95.31%) and empirical validity, as student responses reflected the indicators of problem solving and numeracy literacy based on the analytic rubric. The reliability coefficients were very high, with Cronbach’s Alpha values of 0.907 for problem solving and 0.918 for numeracy literacy. All items were categorized as having moderate difficulty levels and good to very good discrimination indices. The novelty of this study lies in the simultaneous integration of Polya’s problem-solving stages and the PISA numeracy framework into an empirically validated assessment instrument based on local ethnomathematical contexts. This instrument provides a more contextual and authentic alternative for assessing higher-order thinking skills in mathematics.
Copyright (c) 2026 Hanuri Sakarti, Dian Rahmawati https://creativecommons.org/licenses/by-sa/4.0
Relationship Between Students’ Learning Interest and Mathematical Critical Thinking Skills Students in Statistics
The urgency of this research is based on the importance of developing critical thinking skills in 21st-century mathematics education, as well as the assumption that learning interest is one of the internal factors contributing to these skills. This study aims to analyze the relationship between students’ learning interest and mathematical critical thinking skills students in Statistics. The study employed a quantitative approach with a correlational method. The sample consisted of 35 Grade X students from a public senior high school in Garut Regency, selected through purposive sampling. The research instruments included a learning interest questionnaire developed based on four main indicators and an essay test measuring mathematical critical thinking skills constructed in accordance with critical thinking indicators. The instruments were validated through expert judgment for content validity, and reliability testing was conducted using Cronbach’s Alpha coefficient for the questionnaire and internal consistency testing for the essay test. Data were analyzed using the Shapiro–Wilk normality test, followed by Spearman’s rho correlation test since one of the variables was not normally distributed. The results showed a correlation coefficient of 0.247 with a significance value of 0.152 (p > 0.05), indicating a weak and statistically non-significant positive relationship between learning interest and mathematical critical thinking skills. The novelty of this study lies in examining the relationship between the two variables specifically in the Statistics topic at the senior high school level. The findings imply that improving mathematical critical thinking skills cannot rely solely on enhancing students’ learning interest but must also be supported by instructional strategies that promote higher-order thinking activities.
Copyright (c) 2026 Nurul Silpia, Undang Indrajaya https://creativecommons.org/licenses/by-sa/4.0
Analysis of Students' Mathematical Representation Ability in Terms of Adversity Quotient
This study aims to describe students' mathematical representation abilities in terms of Adversity Quotient (AQ). The study used a qualitative method with a descriptive approach. Four students of grade XI MIPA MA Serba Bakti were selected purposively based on the results of the AQ questionnaire to represent the categories of Climbers, Campers–Climbers, Campers, and Quitters–Campers. The research instruments were an AQ questionnaire, a mathematical representation ability test, and a validated interview. Data were analyzed using the Miles and Huberman model which includes data reduction, data presentation, and conclusion drawing. The results showed that the higher the AQ category, the more complete, detailed, and correct the mathematical representation produced. Conversely, the lower the AQ category, the mathematical representation tends to be incomplete, incoherent, or produce incorrect answers. This finding confirms the relationship between AQ and mathematical representation abilities. Theoretically, this study strengthens the study of the role of non-cognitive factors in mathematics learning, while pedagogically its implications encourage teachers to consider AQ factors in designing learning strategies.
Copyright (c) 2026 Tyas Rahayu Wijayani, Ipah Muzdalipah, Depi Setialesmana https://creativecommons.org/licenses/by-sa/4.0
Development of Bilingual Teaching Materials for Logical Reasoning Through Visual Studio Code
The demands of 21st-century learning emphasize strengthening logical reasoning and digital literacy, while schools and Islamic boarding schools still lack technology-based bilingual teaching materials that are proven to be valid, practical, and effective..This study aims to develop and test the feasibility, practicality, and effectiveness of bilingual teaching materials (Indonesian and Arabic) on the subject of Two-Variable Linear Equation Systems (SPLDV) through Visual Studio Code (VS Code) to improve students' mathematical logical reasoning. This research is motivated by the low ability of students' mathematical logical reasoning and the limitations of innovative learning resources that integrate bilingual aspects and digital technology. The method used is Research and Development (R&D) with the ADDIE model, implemented on grade VIII students at Darul Falah Islamic Boarding School and Nashihuddin Islamic Junior High School in Bandar Lampung. The results of the study show that the teaching materials developed are declared Very Valid/Very Appropriate based on expert assessments (material experts 96.88%, media experts 87.5%, and language experts 100%) and are considered Interesting (practical) by students with an average positive response above 80%. Furthermore, the effectiveness test proved that the use of bilingual teaching materials based on Visual Studio Code was significant in improving mathematical logical reasoning, as evidenced by the average N-gain value which was in the medium category (Small Trial 0.563 and Large Trial 0.596). Thus, it can be concluded that bilingual teaching materials through Visual Studio Code are feasible, practical, and effective to be used as a learning innovation to improve students' mathematical logical reasoning abilities.
Copyright (c) 2026 This is an open-access under the CC-BY-SA license https://creativecommons.org/licenses/by-sa/4.0
Determinants of Students’ Mathematics Achievement: The Roles of Critical Thinking, Self-Efficacy, and Metacognitive Awareness Through Achievement Motivation
This study examines whether students’ internal factors, namely critical thinking ability, self-efficacy, and metacognitive awareness, contribute to mathematics achievement directly and indirectly through achievement motivation. This study therefore aimed to analyze the direct and indirect effects of critical thinking ability, self-efficacy, and metacognitive awareness on mathematics achievement through achievement motivation among 121 eighth-grade students. A quantitative ex post facto design was employed, and the data were analyzed using path analysis to investigate the proposed causal relationships. Descriptive findings showed that students’ critical thinking ability was at a moderate level (M = 75.6), self-efficacy was high (M = 61.5), metacognitive awareness was high (M = 89.3), and achievement motivation was moderate (M = 58.4). However, mathematics achievement was also only at a moderate level (M = 59.6). The results revealed that critical thinking ability had a significant direct effect on mathematics achievement (β = 0.1470, p = 0.045). By contrast, self-efficacy (β = -0.0906, p = 0.785), metacognitive awareness (β = 0.0927, p = 0.561), and achievement motivation (β = 0.3753, p = 0.141) did not show significant direct effects on mathematics achievement. In the first path model, only self-efficacy (β = 0.9256, p < 0.001) and metacognitive awareness (β = 0.1274, p = 0.027) significantly predicted achievement motivation. Overall, the model explained only 3.07% of the variance in mathematics achievement (R² = 0.0307). These findings indicate that critical thinking ability is the only variable in the model that significantly predicts mathematics achievement, while other factors outside the model may have a more substantial role.
Effect of Conceptual, Understanding, Procedural, and Problem-Based Learning Models Using a Contextual Approach on Students’ Conceptual Understanding Skills
Mathematical conceptual understanding is one of the key competencies that students must possess in mathematics learning, as it enables them to connect concepts, explain procedures, and apply mathematical knowledge in various problem-solving situations. However, in classroom practice, students’ mathematical conceptual understanding remains relatively low, indicating the need for instructional models that can facilitate more meaningful learning. This study was motivated by the low level of mathematical conceptual understanding among seventh-grade students at SMP Negeri 7 Muaro Jambi. It aimed to determine whether the Conceptual Understanding Procedures (CUPs) learning model with a contextual approach and Problem-Based Learning (PBL) with a contextual approach influenced the mathematical conceptual understanding of seventh-grade students at SMP Negeri 7 Muaro Jambi in the 2025/2026 academic year. This study employed a quantitative approach with a quasi-experimental method using a pretest-posttest control group design. The population consisted of all seventh-grade students at SMP Negeri 7 Muaro Jambi during the 2025/2026 academic year, and the sample was selected through simple random sampling. The research instruments included a test of students’ mathematical conceptual understanding and an observation sheet used to assess the implementation of the learning process. The test was administered before and after the instructional treatment. Based on the N-gain analysis followed by a one-way ANOVA, the findings revealed a significant difference in the effects of the CUPs and PBL models with a contextual approach on students’ mathematical conceptual understanding. Further analysis showed that students taught using the CUPs and PBL models achieved significantly different mean scores in mathematical conceptual understanding compared with those taught using the Direct Instruction model.
Development of Assessment-Oriented E-LKPD Media for Learning to Train Mathematical Problem-Solving Skills
The limitations of mathematical problem-solving abilities in students are often caused by the limitations of learning media that are able to provide continuous feedback throughout the mathematical thinking process. The relevant Assessment for Learning (AfL) approach is used to fill this gap because it is based on measuring student learning progress in real-time. The main purpose of this study is to evaluate the feasibility of E-LKPD media designed based on assessment for learning in honing mathematical problem-solving skills in one-variable linear inequality material. The novelty of this research lies in the integration of the principles of Assessment for Learning (AfL) which is equipped with an automated feedback system. The feedback is structured and supports the learning reflection process, so that students can correct mistakes and overcome difficulties independently. This feature is the main differentiator because it is generally not available in conventional E-LKPD. The methods used are research and development (R&D) with the PPE model consisting of Planning (needs and curriculum analysis); Production (storyboard design and product development in wizer.me); Evaluation (validation and trial). This research involved 30 students of grade VIII of SMPN 4 Tasikmalaya as research subjects at the field implementation stage. Theinstruments used in this study include a questionnaire to measure the level of validity and response of students as an indicator of practicality, as well as a ability test to assess the effectiveness of the developed E-LKPD media.Data analysis was carried out quantitatively and qualitatively using Aiken's V as a validity measure, percentage as a practical tool, as well as mean values, N-gain score, and Cohen's d to test effectiveness. The results of the study showed that E-LKPD media obtained the category of "very valid" based on the results of the validation test, with a score of 0.91 from media experts and 0.92 from material experts. Based on these achievements, the developed E-LKPD is declared feasible to be used in the learning process. In addition, this media has also proven to be effective in improving students' abilities, which is shown through a medium category N-gain value of 0.35 and a relatively large effect size value, which is 3.63. From a practical perspective, this research provides solutions for educators in presenting interactive and responsive digital media without having to continue to accompany students. From a theoretical perspective, this discovery reaffirms the effectiveness of an integration of assessment for learning principles in digital emdia as a bridge for students in understanding mathematical problems through continuous feedback.