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
The Role of Reflective Thinking in Enhancing Mathematical Problem-Solving Skills
This study was motivated by preliminary findings suggesting that students' mathematical problem-solving skills were deficient. Students encountered challenges in comprehending problem material, formulating solution strategies, executing problem-solving procedures, and evaluating their responses. This study sought to elucidate the function of reflective thinking in enhancing students' mathematical problem-solving capabilities concerning matrices. A descriptive qualitative methodology was utilised, employing 22 eleventh-grade students as participants in the research. Data were gathered by observation, assessments, interviews, and documentation, and were analysed through data reduction, data presentation, and conclusion formulation. The results indicated disparities in students' mathematical problem-solving proficiency across four tiers: extremely high (3 students; mean score = 85.4), high (4 students; mean score = 68.2), moderate (7 students; mean score = 51.7), and low (8 students; mean score = 29.9). This study was prompted by initial observations suggesting that students' mathematical problem-solving skills were deficient. Students encountered challenges in comprehending problem material, formulating solution strategies, executing problem-solving procedures, and evaluating their responses. This study sought to elucidate the function of reflective thinking in enhancing students' mathematical problem-solving skills concerning matrices. A descriptive qualitative methodology was utilised, employing 22 eleventh-grade students as participants in the research. Data were gathered by observation, assessments, interviews, and documentation, then analysed through data reduction, data presentation, and conclusion formulation. The results indicated discrepancies in students' mathematical problem-solving capabilities across four tiers: very high (3 students; mean score = 85.4), high (4 students; mean score = 68.2), moderate (7 students; mean score = 51.7), and low (8 students; mean score = 29.9). Students possessing advanced reflective thinking skills demonstrated a profound understanding of problems, the capacity to identify suitable techniques, rectify errors, and articulate their thought processes eloquently and logically. The findings suggest that reflective thinking significantly enhances pupils' mathematical problem-solving skills. As students' reflective thinking skill increases, their capacity to comprehend challenges, devise and execute suitable techniques, and independently, critically, and systematically assess and enhance their solutions improves.
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Students’ Mathematical Problem-Solving Ability in Solving Quadratic Function Problems
Problem-solving ability is a central component of mathematics learning because it enables students to understand problems, develop solution strategies, implement mathematical procedures, and evaluate the correctness of their answers. This study aimed to describe Grade 10 students’ mathematical problem-solving ability in solving quadratic function problems. A descriptive quantitative design supported by follow-up interviews was employed. The participants were 34 students from Class X.2 of SMA Negeri 3 Tualang. Data were collected through a mathematical problem-solving test and semi-structured interviews with six students selected to represent high, medium, and low levels of problem-solving ability. The test scores were categorized into three levels, and the interview data were used to clarify students’ solution processes. The findings showed that two students were classified in the high category with scores above 34.51, 25 students were classified in the medium category with scores ranging from 15.79 to 34.51, and four students were classified in the low category with scores below 15.79. Overall, students’ mathematical problem-solving ability in quadratic functions was categorized as medium. The interview results indicated that students mainly experienced difficulties in planning solution strategies and checking the correctness of their answers.
Correlation Between Self-Efficacy and Students’ Mathematical Communication Skills
This study is motivated by the low level of students’ mathematical communication skills and the suboptimal level of self-efficacy, both of which require special attention in the learning process. Mathematical communication skills are essential as they enable students to express and interpret mathematical ideas clearly, both orally and in writing. Self-efficacy plays an important role in shaping students’ confidence to actively participate, complete tasks, and express their opinions. This study aims to determine the relationship between self-efficacy and students’ mathematical communication skills using a quantitative approach with a correlational method. The participants were 25 eighth-grade students of SMPN 5 Tarogong Kidul selected through purposive sampling. The research instruments consisted of a self-efficacy questionnaire and a mathematical communication skills test based on the indicators of each variable. The data were analyzed using Pearson correlation analysis. The results showed a correlation coefficient of 0.544 with a significance value of 0.005, indicating a positive and significant relationship between self-efficacy and students’ mathematical communication skills. These findings suggest that higher levels of self-efficacy are associated with better ability in communicating mathematical ideas. This study also contributes by providing a comprehensive analysis supported by prerequisite statistical tests, thereby strengthening empirical evidence regarding the relationship between the two variables at the junior high school level. Therefore, affective aspects, particularly self-efficacy, need to be considered in improving the effectiveness of mathematics learning through supportive and interactive learning strategies.
Development of Interactive Learning Media with a Wordwall Platform to Improve Students' Mathematical Divergent Thinking Skills
Mathematical divergent thinking ability is one of the important skills of the 21st century that plays a role in developing students' problem-solving abilities. However, the results of pre-research indicate that students still have difficulty in linking mathematical concepts to real situations and consider mathematics as a difficult subject. This condition indicates the need for innovative, interactive, and interesting learning media to stimulate students' divergent thinking abilities. This study aims to develop a web-based interactive learning media Wordwall that is feasible, interesting, and effective in improving students' mathematical divergent thinking abilities in arithmetic and geometric sequences. This study uses a Research and Development (R&D) approach with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects were grade X students of SMA Ma'arif NU 5 Purbolinggo. Data were collected through interviews, questionnaires, and tests with a One Group Pretest-Posttest design. Data analysis was carried out descriptively quantitatively through feasibility, attractiveness, and effectiveness tests with N-Gain calculations. The results of the study showed that the developed media was declared feasible with an assessment of 90.17% from material experts, 97.2% from test experts, and 90.625% from media experts, with a validation of the media's feasibility reaching 96.42%. Student responses reached 92% with a very interesting category, and the N-Gain analysis of the posttest results showed an increase in the average score of students compared to the pretest with an N-Gain value of 0.53 in the small group test and 0.62 in the large group in the "Medium" category. This study recommends the Wordwall web as an innovative learning medium to foster creativity and improve divergent thinking skills.
Enhancing Students’ Mathematical Communication Skills through Reciprocal Teaching
Mathematical communication is a key competence in mathematics learning because it enables students to express ideas, justify reasoning, and represent mathematical thinking clearly. This study examined the effect of Reciprocal Teaching on eighth-grade students’ mathematical communication skills at SMP Negeri 1 Bangkinang. A quasi-experimental design with a nonequivalent control group was employed. The participants were divided into an experimental group taught through Reciprocal Teaching and a control group taught through conventional instruction. Data were collected using pretest and posttest measures of mathematical communication skills. The results showed that the experimental group obtained a higher posttest mean score (83.65) than the control group (72.67). The independent samples t-test indicated a significant difference between the two groups, p < .001. The N-gain score of the experimental group was high (0.73), whereas that of the control group was moderate (0.54). The effect size was also large (Cohen’s d = 1.528), indicating that Reciprocal Teaching had a substantial effect on students’ mathematical communication skills. These findings suggest that Reciprocal Teaching can be used as an instructional approach to support mathematical communication in junior secondary mathematics classrooms.
A Video-Assisted Flipbook-Based E-Module to Enhance Mathematical Critical Thinking Skiils
Mathematical critical thinking ability is one of the important competencies in mathematics learning that must be possessed by 21st-century students. However, the results of the study indicate that students' mathematical critical thinking ability is still low and the teaching materials used are less varied, so that learning is less than optimal. Therefore, this study aims to develop a video-assisted flipbook-based e-module to improve mathematical critical thinking ability. This study uses the Research and Development (R&D) method with the ADDIE model which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The subjects of the study were eighth-grade students at SMP Negeri 1 Sidomulyo, with classes selected using the Cluster random sampling technique. Data were collected through interviews, validation questionnaires, interestingness questionnaires and tests with a One Group Pretest-Posttest design. The test instrument was compiled based on indicators of critical thinking ability which include interpretation, analysis, evaluation, and inference. The results of the feasibility test by the material expert validator were 3.73, and the media expert validator were 3.37 with the criteria of "valid". The students' responses in the small group test were 3.39 and the large group 3.48 with the criteria of "very interesting". The N-Gain result of 0.72 with the category of "high" and the effect size of 0.74 with the category of "moderate" indicates that the e-module is effective and has a strong influence in improving mathematical critical thinking skills. Thus, the video-assisted flipbook-based e-module is feasible, interesting, and effective in improving mathematical critical thinking skills.
Ethnomathematics-Based Contextual Learning to Improve Students’ Mathematical Reasoning Ability
Mathematical reasoning is a key component of mathematics learning because it enables students to develop logical, critical, and systematic thinking. However, students’ reasoning ability often remains underdeveloped when instruction focuses mainly on procedures and provides limited opportunities to connect mathematical concepts with real-life contexts. This study examined the improvement of students’ mathematical reasoning ability through ethnomathematics-based contextual learning. A quantitative pre-experimental design with a one-group pretest-posttest model was employed. The participants were fifth-grade students at SDN 002 Campalagian in the 2025/2026 academic year. Data were collected using an essay-based mathematical reasoning test and an observation sheet of students’ learning activities. The data were analyzed using descriptive statistics, N-Gain analysis, and a paired-sample t-test. The findings showed that students’ mathematical reasoning ability improved after the implementation of ethnomathematics-based contextual learning. The N-Gain results indicated a moderate to high level of improvement, and the paired-sample t-test showed a statistically significant difference between the pretest and posttest scores. Observation data also indicated that students were actively engaged during the learning process. These findings suggest that ethnomathematics-based contextual learning can support the development of students’ mathematical reasoning ability by linking mathematical ideas to meaningful cultural and real-life contexts. This approach can be considered an alternative instructional strategy for promoting more meaningful mathematics learning in elementary classrooms.
Effect of Culturally Responsive Teaching through The Garut Dodol Context on Mathematical Problem-Solving Ability
The low level of students’ mathematical problem solving ability remains a significant challenge in mathematics education, particularly when instructional processes are abstract and fail to connect mathematical concepts with cultural contexts relevant to students’ daily lives. In this regard, the traditional food Dodol Garut is utilized as an ethnomathematical context, as its production process involves sequential and interrelated stages that represent the concept of composite functions and align with students’ real-life experiences. This study aims to examine: (1) the effect of the Culturally Responsive Teaching (CRT) approach through the context of Dodol Garut on students’ mathematical problem solving ability, and (2) the percentage distribution of students’ mathematical problem solving ability across high, medium, and low categories after the implementation of the CRT approach.This research employed a quasi-experimental method with a Posttest-Only Control Group Design. The population consisted of eleventh-grade students at SMAN 18 Garut. Using cluster random sampling, two classes were selected: class XI-4 as the experimental group and class XI-5 as the control group. The research instrument was a mathematical problem-solving test based on the indicators proposed by Krulik and Rudnick, which had been validated in terms of content validity and reliability. Data were analyzed using the Shapiro–Wilk normality test, the Mann–Whitney U test, and effect size calculation. The results indicated a Z value of 2.149 with an effect size (η²) of 0.0624, which falls into the medium category. Descriptively, 67.57% of students were categorized as high, 29.73% as medium, and 2.70% as low in their mathematical problem solving ability. The novelty of this study lies in the integration of traditional food context within CRT-based mathematics learning.
Effectiveness of Ethnomathematics Learning with Taekwondo Basic Techniques in Understanding the Concept of Geometry for Junior High School Students
The understanding of geometry concepts among junior high school students remains relatively low due to the abstract and teacher-centered nature of mathematics learning, which emphasizes formula memorization rather than meaningful conceptual understanding, making it difficult for students to connect geometry concepts with real-life contexts; therefore, an innovative and contextual learning approach, such as ethnomathematics-based learning, is needed. This study presents a novel approach by integrating ethnomathematics with basic taekwondo techniques through a systematic mapping of geometric concepts into structured taekwondo movement patterns, where kicking and stance positions represent angle types and measures, body turns illustrate rotational transformations, balanced stances demonstrate symmetry, and sequential movement patterns model basic geometric transformations. This research was conducted to evaluate the impact of integrating ethnomathematics instruction with fundamental taekwondo techniques on the understanding of geometric concepts among seventh graders at SMP Negeri 7 Pamekasan. The study utilized a quantitative approach with an experimental methodology featuring 40 students, who were split into two groups: an experimental class (VIIA) and a control class (VIIB), with each consisting of 20 students. Data collection involved pretests and posttests through written assessments and a validated questionnaire for student responses. The analysis of the data was executed using descriptive statistics, the N-Gain test, a homogeneity test, and a t-test. Findings revealed that the implementation of ethnomathematics education grounded in basic taekwondo techniques was significantly more effective in enhancing students’ comprehension of geometric concepts compared to traditional teaching methods.
Effect of the Nearpod-Assisted Read, Observe, Auditory, Review (ROAR) Learning Model on Mathematical Literacy Skills
Mathematical literacy is a crucial competency that students must possess to meet the demands of increasingly complex mathematics learning. However, based on preliminary study results, students’ mathematical literacy skills have not yet reached optimal levels. This situation prompted the researchers to conduct a study by implementing the Read, Observe, Auditory, Review (ROAR) learning model supported by the Nearpod interactive platform. This study aims to determine the effect of implementing the Nearpod-assisted ROAR learning model on students’ mathematical literacy skills. The research method used was an experimental method of the quasi-experimental type. The study population comprised all ninth-grade students at SMP Islam Tias Bangun, consisting of three classes. Sampling was conducted using cluster random sampling, resulting in two classes selected as the study sample: an experimental class with 23 students and a control class with 25 students. The experimental class received instruction using the Nearpod-assisted ROAR learning model, while the control class used the Direct Instruction model. The research instrument consisted of a mathematical literacy test in the form of essay questions that had been tested for validity, reliability, difficulty level, and discriminative power. Data analysis was conducted through prerequisite tests, namely normality and homogeneity tests, as well as hypothesis testing using the Independent Sample T-Test with a significance level of 5%. The results of the data analysis indicate that the use of the NearPod-assisted ROAR learning model has a significant effect on students’ mathematical literacy skills. The novelty of this study lies in the integration of the ROAR learning model with the Nearpod interactive medium to encourage active student engagement and develop students’ mathematical literacy skills
Influence of Digital Literacy on the Critical Thinking Ability of Mathematics Education Students in Evaluating Digital Information
Students’ critical thinking skills in assessing digital information have not yet developed optimally. This study aims to analyze the relationship between digital literacy and the critical thinking ability of mathematics education students in evaluating digital information. The research employed a quantitative approach with a correlational design. The participants consisted of 120 students from the Department of Mathematics Education at Universitas Negeri Makassar, selected through purposive sampling. The research instruments included a digital literacy questionnaire measuring aspects of access, evaluation, verification, and utilization of digital information, as well as a critical thinking test assessing information analysis, source credibility evaluation, information verification, and conclusion drawing. The validity test results indicated that all instrument items had validity coefficients above 0.30 and were therefore considered valid, while the reliability test results showed Cronbach’s Alpha values of 0.87 for the digital literacy questionnaire and 0.82 for the critical thinking test, indicating that both instruments were reliable. Data were analyzed using descriptive statistics and simple linear regression analysis. The findings revealed that students’ digital literacy was categorized as high, whereas their critical thinking ability was categorized as moderate based on the predetermined score intervals. Regression analysis demonstrated that digital literacy had a positive and significant predictive relationship with students’ critical thinking ability (β = 0.48; p < 0.001), contributing R² = 0.32. This study recommends integrating digital literacy into mathematics learning through activities involving source evaluation, information analysis, and evidence-based argumentation to support the development of students’ critical thinking skills.
Implementation of Differentiated Instruction in the Merdeka Curriculum to Enhance Critical and Creative Thinking Dimensions
The diversity of students’ abilities, interests, and learning styles requires adaptive learning strategies, making differentiated instruction a relevant approach to explore in greater depth. This study aims to examine the implementation of differentiated instruction within the Merdeka Curriculum regarding the critical and creative thinking dimensions of the Pancasila Student Profile at SMP Negeri 1 Anak Ratu Aji. Data collection was conducted through observation, in-depth interviews, Focus Group Discussions (FGDs), and documentation, with the research subjects being mathematics teachers and students. Data analysis utilized the General Inductive Analysis (GIA) technique with triangulation to ensure data validity. The research results indicate that teachers have implemented differentiated instruction by adapting content, processes, and products to students’ readiness, interests, and learning profiles, thereby enhancing the critical and creative thinking dimensions within the Pancasila student profile. This is evident in increased student engagement, the ability to articulate ideas, and creativity in completing tasks. However, implementation still faces challenges in the form of time constraints, teachers’ workloads, and variations in students’ abilities to understand diverse learning instructions. Therefore, teachers need to enhance their capacity in designing differentiation-based formative assessments; educational institutions can integrate differentiation training into in-service training programs; and further research can develop differentiation-based assessments of critical and creative thinking.
Effect of the Ethnomathematics Approach on Junior High School Students’ Mathematical Metaphorical Thinking Skills
This study was motivated by the low level of students’ mathematical metaphorical thinking skills, which stem from a learning process that still focuses on conventional methods. Therefore, an ethnomathematics approach is needed to link mathematical concepts with local culture and students’ real-life experiences, making learning more meaningful and easier to understand. This study aims to examine the effect of the ethnomathematics approach on the mathematical metaphorical thinking skills of junior high school students. This study employs a quantitative approach using a quasi-experimental method with a pretest–posttest control group design. The sample consists of two classes: an experimental class and a control class, each comprising 21 students. The research instrument consisted of an essay test to measure students’ mathematical metaphorical thinking abilities, which was developed based on indicators of mathematical metaphorical thinking and had undergone validity and reliability testing. In addition to the test, this study also used an observation sheet to observe student activities and the implementation of learning during the application of the ethnomathematics approach. Documentation was used as supporting data in the form of photos and records of learning activities. The data used in this study consisted of quantitative data in the form of test results, as well as supporting qualitative data from observations and documentation. Data analysis was conducted using normality tests, homogeneity tests, and independent samples t-tests. The results showed that the ethnomathematics approach had a significant effect on students’ mathematical metaphorical thinking skills. The average posttest scores of the experimental class were also higher than those of the control class. These findings suggest that the ethnomathematics approach can help students understand abstract mathematical concepts through concrete experiences and local culture, thereby making learning more meaningful.
Effectiveness of STEM-Based Learning in Reducing Students' Math Anxiety
Mathematics is one of the core subjects in junior high school that plays a crucial role in improving students’ academic performance; however, it often causes anxiety, which leads to decreased motivation and learning outcomes. This study aims to examine the effectiveness of STEM-based learning in reducing students’ math anxiety. The method used in this study is a quantitative approach with a quasi-experimental design utilizing a non-equivalent control group. The sample consisted of two classes with a total of 58 students: the experimental class had 29 students, and the control class also had 29 students. STEM-based learning was implemented through a project to build miniature bridges, designed to help students understand the concept of similarity by relating it to real-life situations. Data collection utilized a mathematics anxiety questionnaire with a Likert scale administered before and after the intervention. Data analysis was performed using the N-gain test and the t-test (independent samples t-test). The results of the study indicate that STEM-based learning was able to significantly reduce students’ levels of mathematical anxiety, as evidenced by the N-gain score in the experimental class of 0.78, which falls into the high category. Meanwhile, the t-test results showed a significance value of 0.000, < 0.05, indicating a significant difference between the experimental and control classes. The implications of this study are as follows: STEM-based learning can serve as an innovative alternative teaching strategy to create a more interactive learning environment, boost students’ self-confidence, and provide a more comfortable learning setting so that students do not feel stressed or anxious when learning mathematics.
Effect of Wordwall-Assisted Numbered Heads Together on Junior High School Students’ Mathematical Conceptual Understanding
Students’ mathematical conceptual understanding remains an important concern in junior high school mathematics learning. Inadequate conceptual understanding may lead to students’ difficulties in connecting mathematical concepts and solving mathematical problems. Learning that involves collaboration and the use of interactive media is considered capable of promoting students’ active engagement. This study aims to examine the effect of the Wordwall-assisted Numbered Heads Together (NHT) learning model on students’ mathematical conceptual understanding of exponents. This study employed a quantitative approach with a quasi-experimental design using a nonequivalent control group design. The research subjects were Grade VIII junior high school students consisting of an experimental class and a control class. The research instrument was a mathematical conceptual understanding test developed based on four indicators: restating concepts, classifying objects, representing concepts in various forms, and applying concepts in problem solving. The data were analyzed using an independent samples t-test. The results showed a significant difference between the mathematical conceptual understanding of students taught using the Wordwall-assisted NHT model and those taught using conventional instruction. The Wordwall-assisted NHT model had a positive effect on improving students’ mathematical conceptual understanding, as indicated by the higher posttest mean score of the experimental class (62.08) compared with the control class (51.68), with a Sig. (2-tailed) value of 0.017 < 0.05. These findings indicate that cooperative learning supported by interactive media can serve as a strategic alternative for improving the quality of junior high school mathematics learning.
Analysis of Students’ Mathematical Problem-Solving Ability Reviewed from Systematic and Intuitive Cognitive Styles
This study aims to describe students’ mathematical problem-solving abilities based on systematic and intuitive cognitive styles using a qualitative descriptive approach. The participants consisted of four seventh-grade students of Class VIIB at SMP Negeri 21 Tasikmalaya, including two students with a systematic cognitive style and two students with an intuitive cognitive style, selected through purposive sampling based on the results of the Cognitive Style Inventory (CSI) questionnaire. Data were collected through questionnaires, mathematical problem-solving tests based on Polya’s stages, and interviews, then analyzed through data reduction, data display, and conclusion drawing. The findings showed that students with a systematic cognitive style tended to solve problems in a structured, sequential, and careful manner, whereas students with an intuitive cognitive style tended to solve problems more quickly and spontaneously by relying on direct understanding and prior experience in determining solution strategies.These findings indicate that cognitive style plays an important role in shaping how students interpret problems, select strategies, and evaluate solutions in mathematical problem-solving.
Effect of Using Geogebra-Based Interactive Media on Junior High School Students' Understanding of Geometry Concepts
Inovative and engaging learning media are needed to improve students’ participation and conceptual understanding, particularly using GeoGebra-based interactiv media. This research aimed to investigate the effec of GeoGebra-based interactiv media on students understanding of spatial geometry concept. The study employed aaquantitative method using a quasi-experimental approach with a pretest–posttestccontrol group design. The population consisted of allaeighth-grade student of SMPIT Jihadul Muslimin Batu Pengilik, East Lombok, in the 2025/2026 academic year. Samples were selecteduusing a cluster random sampling techniqe, with class VIII A assigned as theeexperimentaligroup and class VIII B assthe control group, each consisting of 20 students. The experimentallgroup received instruction throught GeoGebra-based interactive media, while the control group used PowerPoint media. The research instrument was a validated test of students understanding of spatial geometry concept. Data analysis was conducted using descriptive statistics, the Shapiro–Wilk normality test, Levene’s Test for homogeneity and the Independent Sample t-test with the assistance of SPSS 25. The findings revealed that the experimental group achieved an average posttest score of 83.70, while the control group obtained 75.90. Hypothesis testing produced a significanc value of 0.001 < 0.05, indicating that GeoGebra-based interactive media significantly affected students’ conceptual understanding. In addition, the pretest analysis showed no significan differenc between the two group (Sig. = 0.128 > 0.05), indicating relatively equivalent prior abilities. Effec size analysis using Cohen’s d showed aamoderate effec on the pretest (0.50) and a strong effect on the posttest (1.17). These results demonstrate that GeoGebra-based interactive media effectively improves students’ understanding of spatial geometry concepts through interactive and meaningful learning experiences.
Realistic Mathematics Education (RME) Approach Assisted by Kahoot to Enhance Understanding of Mathematical Concepts
This study was motivated by the low level of students’ understanding of mathematical concepts, particularly in algebra learning, where students tend to memorize procedures without fully understanding the underlying concepts. Although the Realistic Mathematics Education (RME) approach has been widely implemented to support contextual learning, its application often lacks interactive media that can enhance students’ engagement and participation. The objectives of this study were: (1) to examine whether students who learned through the Kahoot-assisted RME approach achieved better improvement in mathematical conceptual understanding than those who learned through RME without Kahoot, and (2) to determine the magnitude of the effect of Kahoot integration within the RME approach. This study employed a quasi-experimental method with a nonequivalent control group design. The participants were seventh-grade students of SMP Negeri 14 Tasikmalaya, consisting of 26 students in the experimental class and 24 students in the control class. The learning topic focused on algebra. Data were collected through pretest and posttest conceptual understanding tests and analyzed using N-Gain analysis, Independent Sample t-test, and Cohen’s d effect size analysis. The results showed that students who learned through the Kahoot-assisted RME approach demonstrated greater improvement in mathematical conceptual understanding compared to students who learned through RME without Kahoot. The hypothesis test indicated a significance value of 0.009 (< 0.05). In addition, the experimental class achieved a higher average N-Gain score, while the effect size result of 0.696 indicated a medium effect category. The novelty of this study lies in the structured integration of Kahoot as an interactive formative assessment and gamification tool within each stage of the RME learning process on algebra material.
Relationship between Self-Confidence and Teaching Anxiety and Pre-Service Teachers’ Perceptions of their Teaching Skills
Mastery of subject matter is not the only factor in pre-service teachers’ views of their instructional abilities. Psychological factors, including self-confidence and teaching anxiety are also presumed to be associated with perceived teaching skills, particularly in microteaching activities. So, this study aimed to look at how self-confidence, teaching anxiety, and pre-service teachers' views on their own teaching abilities are connected. This study used a quantitative method and followed a correlational research design. The group included 60 future teachers from Raden Intan State Islamic University in Lampung who had finished the microteaching course and were chosen through purposeful sampling. Data was gathered using questionnaires with a Likert scale, which had already been checked to make sure they were valid and reliable. The tests to check if the questionnaire questions were valid and reliable showed that all the items were both valid and reliable, with Cronbach’s Alpha scores of 0.907, 0.949, and 0.979. The data were checked for normality, and then a Spearman’s rank correlation was used to analyze the relationships because the data did not follow a normal distribution. The results showed that there was not a strong connection between self-confidence and how people see their teaching skills (rₛ = 0.033, p = 0.804), and also no strong link between teaching anxiety and how people see their teaching skills (rₛ = −0.203, p = 0.121). Also, there wasn't a strong connection between self-confidence and teaching anxiety (rₛ = −0.210, p = 0.106). The correlation coefficients showed that the connections between the variables were either very weak or weak, and some were positive while others were negative. This study is new because it shows that self-confidence and teaching anxiety are not the main things that affect how pre-service teachers see their own teaching abilities. The findings indicate that having real teaching experience, knowing the subject well, and being prepared to teach are the main factors that influence how people see teaching abilities. So, this study shows that improving the quality of future teachers should not just focus on their mental health but also on building their teaching skills and giving them more real classroom experience.
Integration of Artificial Intelligence in Microteaching and it’s Impact on Self-Confidence and Anxiety in Teaching Students
In this study, the integration of AI in microteaching was operationalized through the use of AI-based technologies in lesson planning, instructional material development, teaching practice simulations, and automated feedback provision. However, mathematics education students still face psychological challenges, particularly related to self-confidence and teaching anxiety during teaching practice. This study aimed to analyze the relationship between AI integration in microteaching and the teaching self-confidence and teaching anxiety of mathematics education students. The research employed a quantitative approach with an ex post facto design and involved 103 students from the Mathematics Education Study Program at UIN Raden Intan Lampung as respondents. Data were collected through questionnaires and analyzed using statistical software through two separate simple linear regression models, namely to examine the relationship between AI integration (X) and teaching self-confidence (Y₁), and between AI integration (X) and teaching anxiety (Y₂). The results showed that AI integration had a positive and significant relationship with teaching self-confidence, with a coefficient of determination of R² = 0.414. In contrast, AI integration demonstrated a negative and significant relationship with teaching anxiety, with a coefficient of determination of R² = 0.088. The novelty of this study lies in its examination of AI integration in microteaching by simultaneously investigating the aspects of teaching self-confidence and teaching anxiety among prospective mathematics teachers. The findings imply that the utilization of AI in microteaching can support the pedagogical and psychological readiness of prospective teachers in the context of 21st-century education.
Development of PISA-Type Mathematics Questions with Change and Relationship Content Based on the Jambi Context
This study aims to describe the development process and determine the quality of PISA-type mathematics questions on the Change and Relationship content using the Jambi context for junior high school students in terms of validity, practicality, and effectiveness. This study uses the Research and Development (R&D) method by applying the ADDIE model proposed by Branc. The ADDIE model consists of five stages, namely analysis, design, development, implementation, dan evaluation. The research subjects were grade VIII II students of SMPs Pelita Raya Jambi. However, this research was carried out up to the development stage in accordance with the research objective, which was to produce an initial product in the form of validated PISA-type mathematics questions. The resulting product was 15 PISA-type mathematics questions that measured the ability to formulating, employing, and interpreting according to the PISA framework by integrating the cultural and environmental context of Jambi to make it more meaningful for students. PISA-type mathematical questions on the Change and Relationship content based on the Jambi context that were developed are declared valid, practical, and effective to be used as an alternative evaluation instrument foor mathematics learning at the junior high school level.
Effect of Canva Based Project Based Learning on Students’ Mathematical Thinking Skills
Mathematics instruction on plane figures often remains procedural and has not optimally developed students’ mathematical thinking skills, particularly reasoning, representation, and problem solving. This condition highlights the need for instructional innovation that encourages students to engage actively in constructing meaningful mathematical concepts. This study aimed to analyze the implementation of instruction and examine the effect of Canva-assisted Project-Based Learning (PjBL) on students’ mathematical thinking skills. A quantitative approach was employed using a quasi-experimental nonequivalent control group design. The participants were 40 seventh-grade students at MTs Nurul Hasan, consisting of an experimental group and a control group, with 20 students in each group. Data were collected through pretest-posttest assessments and classroom observations, and were analyzed using t-tests, N-gain, and effect size. The results showed that the implementation of the learning process was categorized as good. A significant difference was found between the experimental and control groups (p < 0.05). The average score of the experimental group increased from 47.00 to 84.25, with an N-gain of 0.70, which was categorized as high, and an effect size of 1.81, indicating a very large effect. These findings indicate that Canva-assisted Project-Based Learning has a strong effect on students’ mathematical thinking skills. The novelty of this study lies in positioning Canva as a medium for supporting concept construction within Project-Based Learning.
Effect of a Contextual Teaching and Learning Models Based on Islamic Boarding School Culture on Students' Understanding of Mathematical Concepts
The purpose of this study is to analyze the impact of using a Contextual Teaching and Learning (CTL) model based on islamic boarding school culture on students’ understanding of mathematical concepts in the topic of arithmetic sequences and series. The study employed a quantitative approach using a quasi-experimental nonequivalent control group design. The research subjects consisted of 39 eleventh-grade students at MA Nurul Hasan Maron Probolinggo, selected using purposive sampling, comprising an experimental class and a control class. Data collection was conducted through pretests and posttests, then analyzed using descriptive statistics, normality tests, homogeneity tests, independent sample t-tests, N-gain, and effect size. The results showed a significant difference between the experimental and control classes, with a significance level of 0.000 < 0.05 and a t-value of -4.724. The average score of the experimental class increased from 49.75 to 80.00, while that of the control class increased from 41.05 to 64.47. The experimental class’s N-gain value of 0.60 (moderate category) was higher than the control class’s 0.40, supported by an effect size of 1.55 (large category). These findings indicate that CTL learning based on islamic boarding school culture makes a significant difference in improving students’ understanding of mathematical concepts. This study underscores the importance of integrating local cultural contexts as a meaningful and relevant source of learning that aligns with students’ experiences in mathematics education.
Influence of Busy Book Media on Learning Outcomes of Students with Intellectual Disabilities in Addition Operation
Mathematics learning for students with intellectual disabilities needs to be designed in a simple and easy-to-understand manner, especially on basic materials such as addition operations. However, the learning outcomes of students with intellectual disabilities at Sukamaju Special Needs School (SLBN) on addition operations are still below the Minimum Completion Criteria (MCC), so appropriate learning media are needed to improve student understanding. One of the media that can be used is Busy Book. The study was intended to see whether there is an effect of using Busy Book media on the learning outcomes of students with intellectual disabilities in addition operations at Sukamaju Special Needs School (SLBN). The research method used was a pre-experimental with a one-group pretest-posttest design. The population of this study was all students with intellectual disabilities at Sukamaju Special Needs School (SLBN) in the 2025/2026 academic year. The research sample was determined using a cluster random sampling technique, so that grade 10 students were selected as the research sample. The research instrument was an essay test on addition operations, which had been tested for validity and reliability before being used. The t-test results showed a calculated t value of 6.555 and a calculated t table of 1.8596, which means that the calculated t value is greater than the t table. The results of the study indicate that the Busy Book media influences the learning outcomes of mentally retarded students on the addition arithmetic operation material. This finding indicates that the manipulative and visual Busy Book media is an effective alternative learning media to help students with mental retardation understand basic mathematical concepts.
Effect Numbered Head Together Based on Agrarian Ethnomathematics on Students’ Mathematical Communication Skills
Mathematics instruction needs to be designed contextually so that students are not only able to solve problems but also able to communicate mathematical ideas, strategies, and reasoning clearly. One relevant approach is the Numbered Heads Together (NHT) cooperative learning model, integrated with agrarian ethnomathematics as a context closely related to students’ lives. This study aimed to analyze the effect of implementing an agrarian ethnomathematics-based NHT model on students’ mathematical communication skills in linear programming. The study employed a quantitative approach with a quasi-experimental nonequivalent control group pretest-posttest design. The participants were 11th-grade students at SMA Istiqlal Sumber Centeng, Kotaanyar, Probolinggo, consisting of 26 students in the experimental class and 25 students in the control class. Data were collected through an essay test designed to measure indicators of mathematical communication and were analyzed using normality tests, homogeneity tests, and an independent samples t-test. The results showed that the data were normally distributed and homogeneous, and that there was a significant difference between the two groups, with a p-value of less than 0.001. The mean score of students’ mathematical communication skills in the experimental class reached 84.31, which was higher than that of the control class, at 76.92. This improvement was supported by the use of agricultural contexts, such as land planning and crop yield optimization, which helped students understand mathematical concepts more meaningfully. These findings indicate that integrating NHT with agrarian ethnomathematics can serve as an effective contextual learning approach.
ChatGPT-Assisted Discovery Learning on Junior High School Students' Mathematics Learning Anxiety: A Systematic Literature Review
Math anxiety is an emotional factor that significantly affects students' learning processes and outcomes, particularly in junior high school. Children with this disorder may have difficulty concentrating, have low self-esteem, and are more likely to be passive learners. Therefore, learning innovations are needed that can encourage a more stimulating and enjoyable learning environment. The purpose of this study was to collect the findings of previous research on the integrative potential of ChatGPT-assisted Discovery Learning models in lowering mathematics-related junior high school students' anxiety. The PRISMA protocol was followed in the methodology of the Systematic Literature Review (SLR) of this study. Data for scientific publications published between 2019 and 2025 were collected from Google Scholar and Garuda databases. Regarding the year range, the articles studied focused on a combination of three variables, where articles in the period before the launch of ChatGPT (2019–2022) were netted based on the study of AI chatbots or similar artificial intelligence technologies in mathematics education, while the articles for the period 2023–2025 focused directly on the use of ChatGPT. A total of 15 articles that met the inclusion criteria were reviewed qualitatively based on the focus of mathematics anxiety, the use of Discovery Learning, and the use of AI/ChatGPT. The findings suggest that internal factors (fear and emotional stress) as well as environmental factors (monotonous learning) contribute to math anxiety. The application of Discovery Learning can increase students' freedom and activities, while ChatGPT offers potential support in the form of brief explanations, quick feedback, and personalized assistance. The findings show that the combination of Discovery Learning and ChatGPT has strong integrative potential as an alternative strategy to mitigate the math anxiety of junior high school students through the creation of interactive, independent, and adaptive learning spaces.
Effectiveness of Problem-Based Learning Supported by PELIP Media on Elementary School Students Understanding of Probability
Probability is one of the subjects that students must master by the end of Phase C in elementary school. However, based on field observations, probability remains a difficult topic for students to understand due to its abstract nature and the need for logical thinking to determine the likelihood of an event occurring. To help students understand probability concepts more clearly, the Problem-Based Learning (PBL) approach and the PELIP medium were used. The PELIP (Probability Circle Map) medium is a web-based learning tool. This study aims to examine how the use of the Problem-Based Learning (PBL) approach supported by the PELIP medium, the use of the PELIP medium itself, and the PBL approach influence elementary school students’ understanding of probability concepts. This study employs a quantitative method with an experimental design. This study was conducted at two elementary schools SDN Cimasuk and SDN Lembang located in Pamulihan Subdistrict, Sumedang Regency, involving three groups that received different treatments. Data were collected through tests that met standards for validity, reliability, difficulty level, and the ability to distinguish between answers. Data analysis was conducted by examining baseline conditions, comparing differences between groups, measuring improvement within each group, and calculating N-Gain values. The results of the study show that all types of interventions successfully improved students’ understanding of probability concepts. The PBL class that used the PELIP medium saw its average score increase from 37.53 to 76.50, with an N-Gain of 0.63. The class using the PELIP medium saw its average score rise from 45.50 to 74.94, with an N-Gain of 0.56. Meanwhile, the PBL class’s scores increased from 40.35 to 80.06 with an N-Gain of 0.68, making it the group with the highest score increase. The tests conducted revealed differences in initial ability among the groups, but there were no significant differences in their final learning outcomes. In addition, all group members experienced a fairly significant improvement in their understanding of the concepts. Thus, the PBL approach using PELIP media, the use of PELIP media alone, and the PBL approach without PELIP media were all equally effective in improving elementary school students’ conceptual understanding of probability.