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
Implementation of the Numbered Heads Together Model Based on Problem Based Learning on Students’ Interest and Understanding of Mathematical Concepts
Mathematics is often perceived by students as a difficult and uninteresting subject, highlighting the need for a learning model that not only fosters interest but also strengthens conceptual understanding. Previous studies have shown a gap in the optimal integration of the cooperative Numbered Heads Together (NHT) model with the Problem Based Learning (PBL) approach, even though both have the potential to promote active engagement and stimulate critical thinking. This study aims to examine the effectiveness of implementing the PBL-based NHT model in improving students’ interest and conceptual understanding of mathematics among tenth-grade students at MA Zainul Hasan Genggong. The research was conducted through Classroom Action Research, combining quantitative data (tests and questionnaires) and qualitative data (observations and interviews). The participants consisted of 21 students. The instruments included a learning interest questionnaire, multiple-choice tests to assess conceptual understanding, observation sheets, and interview guidelines. The results indicate an increase in the average learning interest score from 61% (moderate category) to 73% (high category), and an improvement in conceptual understanding from an average of 42.86% in Cycle I to 82.61% in Cycle II. The qualitative data supported these findings, showing students’ more active involvement in discussions and problem-solving activities. Therefore, the integration of the NHT–PBL model proved effective in enhancing students’ interest and conceptual understanding. These findings recommend strengthening problem-based cooperative learning designs by considering aspects such as time allocation, topic selection, and students’ ability heterogeneity.
Copyright (c) 2025 Anisa Qarinatul Izza, Khofifah Indah Mubarokah, Loviga Denny Pratama https://creativecommons.org/licenses/by-sa/4.0
Enhancing Students’ Mathematics Learning Outcomes through Problem-Based Learning
Low levels of student engagement and learning motivation have led to limited critical thinking skills, which in turn have affected students’ learning outcomes that remain below the Minimum Mastery Criteria (MMC). This study aims to determine whether students who received instruction through the Problem-Based Learning (PBL) model achieved higher mathematics learning outcomes than those taught using the conventional (lecture-based) model on the topic of Relations and Functions. This research employed a quasi-experimental method with a pretest–posttest control group design. Population consisted of eighth-grade students from SMP Negeri 3 Tondano, while the samples were class VIII-A (22 students) as the experimental group and class VIII-B (17 students) as the control group. The research instrument comprised written essay tests administered as pretests and posttests in both groups. Data were analyzed using inferential statistical procedures. Data were first tested for normality using the Liliefors test, followed by a homogeneity test (F-test). After both assumptions were met, an independent samples t-test (two-tailed) was performed to test the hypothesis. The results showed a statistically significant difference in mathematics learning outcomes between students who learned through the PBL model and those taught using the conventional lecture-based method. Therefore, it can be concluded that the implementation of the PBL model effectively enhances students’ mathematics learning outcomes on the topic of Relations and Functions, providing evidence that active, problem-oriented instruction can improve students’ conceptual understanding and achievement in mathematics.
Copyright (c) 2025 Agnes Pesta Kristiani Pardede, Philotheus E.A Tuerah, Ermita, Galih Albarra Shidiq https://creativecommons.org/licenses/by-sa/4.0
Gender Differences in the Relationship Between Mathematical Disposition and Problem-Solving Skills
Mathematical disposition, which encompasses students’ confidence, perseverance, curiosity, and appreciation toward mathematics, plays a significant role in shaping their approaches to problem-solving. This study aims to investigate gender-based differences in students’ mathematical disposition and problem-solving ability, and to analyze the overall relationship between these variables. A quantitative approach employing a comparative–correlational design was used. Following Yount’s sampling guideline, 10% of the population (comprising 39 seventh-grade students) was randomly selected through simple random sampling. Research instruments included a Likert-scale questionnaire to measure mathematical disposition and an essay-based test developed from the IDEAL problem-solving framework. Both instruments were previously validated and tested for reliability to ensure data accuracy. Data were analyzed using an independent-samples t-test and Spearman’s rank correlation. Results revealed no significant difference in mathematical disposition between male (M = 67.26) and female students (M = 65.65), t(37) = 0.553, p > 0.05. In contrast, a significant difference was found in problem-solving ability, with male students (M = 69.42) outperforming females (M = 56.70), t(37) = 2.77, p < 0.05. Moreover, a low positive correlation (ρ = 0.2172) was observed between mathematical disposition and problem-solving ability. These findings suggest that gender factors may influence students’ cognitive and affective engagement in mathematical problem-solving. The study contributes to the growing body of research on mathematics education by emphasizing the importance of integrating affective and cognitive dimensions in designing more personalized and effective teaching practices
Copyright (c) 2025 Hevi Haplatul Mubarokah, Sinta Verawati Dewi, Depi Setialesmana https://creativecommons.org/licenses/by-sa/4.0
Relevant Learning Media to Improve Mathematics Learning Outcomes Algebraic Topics and Pythagorean Theorems: A Literature Study
Mathematics learning media is a tool that is used to convey mathematics material so as to make abstract material more concrete and easily understood by students. This article aims to find out the suitable learning media applied to the mathematics subject of Algebra and the Pythagorean theorem. This research method uses descriptive qualitative research with a literature study approach to analyze various literature sources related to mathematics learning media. Based on the results of searches that have been conducted by the author through scopus, scient direct, sinta 1 and 2 in 2020 to 2024, 10 articles are obtained that are suitable for learning media for Algebra and the Pythagorean theorem. The results showed that non-digital based learning media is very minimal in application. While learning media that are currently widely used are digital-based learning media. Digital-based learning is used by utilizing android and website. In utilizing android, there are several that are used, namely Edmodo, Algebra Adventure Media, and OBAR. On the utilization of the website there are also several that are used, namely Google Sites, Multimedia Learning, Macromedia Flash 8, Articulate Storyline, Adobe Animate CC (OPERAL), and Almath Game
Copyright (c) 2025 Dika Dwi Meilina, Diah Nur Hidayati, Jailani, Wahyu Setyaningrum https://creativecommons.org/licenses/by-sa/4.0
Students' Errors in Solving PISA-Based Mathematical Problems Viewed from Cognitive Style
Students’ mathematical literacy is influenced by cognitive style which refers to individual variations in processing different subcomponents for the three main categories of cognitive processes which is perception, memory, and cognition. The difference of students’ characteristic in processing the information affects how they solve the question. This study aims to identify students' errors in solving PISA-based mathematical problems based on Newman's theory. This study used case study method which was carried out in one of the junior high schools in North Bengkulu Regency, Bengkulu Province, involving 32 students of class 8th in the 2022/2023 academic year who had studied number pattern. The subjects in this research were chosen purposively, there were 3 Field Dependent (FD) students namely LFD, MFD, and HFD. Data in the research were collected using the Group Embedded Figure Test, mathematical literacy tests which is developed according PISA-based level, and interviews. The result showed that when solving problems, earlier stage of error affected another error which led to a incorrect sollution. According to newman errors, the dominant errors experienced by LFD student when solving mathematical literacy problems were comprehension errors, process skill errors, and encoding errors. The dominant errors experienced by MFD students were transformation errors and encoding errors. Furthermore, the dominant errors experienced by HFD students were comprehension errors and transformation errors.
Copyright (c) 2025 Ahbi Mahdianing Rum https://creativecommons.org/licenses/by-sa/4.0
Designing a Pre-Calculus Learning Module for Pre-Service Mathematics Teachers through the Hypothetical Learning Trajectory Approach
The study identified several learning obstacles (LO) experienced by students in Calculus I, particularly misconceptions related to algebraic concepts, graphical representations of functions, absolute values, inequalities, exponents, logarithms, and trigonometry. These obstacles negatively affect students’ conceptual readiness for learning Calculus. This study aims to develop an HLT-based pre-calculus module for 41 prospective mathematics teachers at a state university in Indonesia. The instruments included a diagnostic test, interview guidelines, and expert validation forms for the module. Data were collected through literature review, analysis of learning obstacles based on diagnostic test and interview results, and expert validation of the module. The pre-calculus module was developed using the 4D model (Define, Design, Develop, Disseminate), and the data were analyzed using a descriptive qualitative approach. Expert validation results indicated that the module’s content, language, and presentation achieved validity scores above 80% across all aspects. Considering the effectiveness of the HLT framework, the module is expected to support scaffolding, reduce misconceptions, and map students’ conceptual thinking trajectories. Furthermore, it is expected to serve as an independent learning resource that supports a logical transition from algebraic prerequisites to Calculus I concepts.
Copyright (c) 2025 Ulfah Nur Azizah, Nadia Ulfa, Nurmala Setianing Putri https://creativecommons.org/licenses/by-sa/4.0
Critical Thinking in Arithmetic: Insights from Qur’an-Memorizing Students
This study aims to examine the categories of Qur’an-memorizing students in relation to their critical thinking ability when solving Higher-Order Thinking Skills (HOTS) problems, particularly in arithmetic. The significance of this research lies in understanding the relationship between Qur’an memorization—an activity that strengthens memory capacity—and students’ critical thinking skills, which are essential for solving complex mathematical problems. This study explores whether Qur’an memorization can support the development of higher-order skills such as analysis and evaluation, which are crucial in mathematics learning. A descriptive qualitative approach was employed using HOTS test items and semi-structured interviews as instruments for data collection. Thematic analysis was applied to identify possible relationships among students’ critical thinking ability, arithmetic problem-solving performance, and Qur’an memorization practices. The findings revealed that students in the high Qur’an memorization category exhibited less consistent performance in solving HOTS problems compared to those in the moderate and low categories. This suggests that while Qur’an memorization may enhance certain aspects of critical thinking, it does not necessarily guarantee proficiency in solving higher-order mathematical problems. The study provides new insights into how faith-based learning practices may influence students’ cognitive development in mathematics and contribute to a broader understanding of the interaction between religious education and higher-order cognitive skills.
Copyright (c) 2025 Rosida Rakhmawati Muhammad, Banar Hanifah, Siti Azzahra, Siti Hanny Fahmoza, Bambang Sri Anggoro https://creativecommons.org/licenses/by-sa/4.0
Investigating Students’ Mathematical Problem-Solving Abilities in the Context of Social Arithmetic through the Lens of Learning Styles
This study investigates how students solve mathematical problems in social arithmetic and examines the influence of different learning styles on their problem-solving performance. Although mathematical problem solving has been widely studied, limited attention has been given to how students’ learning styles interact with specific domains such as social arithmetic, which requires both conceptual understanding and procedural fluency. The study involved 20 seventh-grade students from SMPN 013 Satu Atap Bukit Bestari, Indonesia, and employed a qualitative descriptive design. Three instruments were used: a learning style questionnaire to categorize students into visual, auditory, and kinesthetic groups; a written test structured according to Polya’s four stages of problem solving; and semi-structured interviews to explore students’ reasoning processes in each stage. The findings showed that kinesthetic learners achieved the highest results across all indicators of problem solving. Auditory learners were proficient in understanding problems and planning strategies but struggled with evaluating their answers, while visual learners displayed strong initial comprehension but faced challenges in developing and implementing solution plans. Classroom elements such as group discussions and oral presentations were found to enhance engagement, particularly for kinesthetic learners. Overall, the study highlights the importance of aligning instructional approaches with students’ learning styles to improve mathematics learning outcomes. These results provide empirical support for differentiated instruction in mathematics, especially for context-based topics like social arithmetic that remain underexplored in current learning styles research.
Copyright (c) 2025 Susi Andriani, Tia Ermika, Nur Izzati, Alyana Rahmadani Putri, Hesti Setyo Mardani https://creativecommons.org/licenses/by-sa/4.0
Development of Learning Materials Based on the MURDER Collaborative Learning Model to Enhance Students’ Conceptual Understanding of Mathematics
The low level of students’ conceptual understanding in mathematics highlights the need for innovative and structured learning approaches. This study aims to develop mathematics learning materials based on the MURDER collaborative learning model (Mood, Understand, Recall, Digest, Expand, and Review) to enhance students’ conceptual understanding. The research employed a Research and Development (R&D) design involving expert validation, limited trials, and classroom implementation to evaluate the validity, practicality, and effectiveness of the developed module. The model helps students recall and comprehend mathematical concepts more effectively, supporting both teaching and learning processes in the classroom. The product was validated by three expert groups. Content validation produced an average score of 88.2%, media validation 92.5%, and language validation 85.5%, with an overall mean of 88.7%, indicating that the module is highly feasible. Practicality testing, based on student response questionnaires, yielded an average score of 82%, classified as highly practical. Effectiveness testing in a Grade 10 science class involving 30 students resulted in a mean score of 83.6%, categorized as highly effective. Furthermore, the N-Gain value of 0.81demonstrates a high improvement in students’ conceptual understanding after using the module. These results confirm that the MURDER-based mathematics learning module is valid, practical, and effective for improving students’ conceptual understanding, particularly in learning the sine and cosine rules. The developed module can serve as a reference for schools and educators seeking to implement collaborative and conceptually oriented mathematics learning.
Copyright (c) 2025 Sri Rahmayani, Afnaria, Zainal Azis https://creativecommons.org/licenses/by-sa/4.0
Calculus Learning Using an Epidemiological Influenza Mathematical Model Based on STEM to Enhance Mathematical Literacy Skills
Considering the growing importance of mathematical literacy in the 21st century, this study provides an initial insight into improving future STEM-based learning models in mathematics education. The research aims to describe students’ mathematical literacy skills as a foundation for enhancing STEM-oriented instruction in higher education. The participants were students of the Mathematics Education Study Program enrolled in a Calculus course at a university in Lampung, Indonesia. Data were collected through a mathematical literacy test and a student response questionnaire. Data were analyzed using an independent sample t-test to identify students’ strengths and weaknesses in mathematical literacy. The results show that students’ mathematical literacy remains low. The average score was 20.67, with nearly half of the students (46.67%) scoring below the mean. The highest achievement was found in the problem formulation indicator (57.78%), followed by reasoning (49.33%), interpretation and representation (46%), and application (38.33%) as the lowest. These findings suggest that students are relatively capable of formulating mathematical problems but struggle to interpret, represent, and apply them in real-life contexts. Overall, students tend to focus on procedural calculations rather than meaningful connections between mathematics and real situations. Therefore, STEM-based learning innovations are needed to strengthen conceptual understanding and problem-solving skills. The positive student responses indicate that the approach used in this study successfully fostered engagement, motivation, and deeper mathematical literacy.
Copyright (c) 2025 Noprisa, Aini Asyhara Suryatul https://creativecommons.org/licenses/by-sa/4.0
Students’ Word-Problem Errors Identified Through Newman’s Procedure in a Problem-Based Learning Classroom
Low mathematics achievement, particularly in solving word problems, remains a persistent challenge for students. This study aims to analyze (1) whether students’ errors in solving word problems through the Problem-Based Learning (PBL) model are lower than those in conventional learning, (2) whether students’ mastery learning in the PBL model is higher than that in conventional learning, and (3) how well students are able to solve mathematical word problems based on Newman’s procedure when taught using the PBL model. A mixed methods approach was employed, combining a quasi-experimental design with a qualitative descriptive method. Data were collected through written tests for the quantitative component and in-depth interviews for the qualitative component. The quantitative data were analyzed using an Independent Sample t-test. The findings indicate that students taught with the PBL model experienced a notable reduction in errors across all stages of Newman’s procedure. These results demonstrate that the PBL model effectively minimizes student errors, increases mastery learning, and strengthens students’ ability to solve mathematical word problems. Overall, the study recommends the use of the PBL model in mathematics classrooms to foster deeper understanding and enhance the relevance of learning to students’ everyday experiences.
Copyright (c) 2025 Heni Anggraini, Edy Surya https://creativecommons.org/licenses/by-sa/4.0
Analysis of Students' Social Interaction During Mathematics Learning on Rational Numbers Using Vygotskian Perspectives
Students’ understanding of mathematical concepts is strongly shaped by the quality of social interaction that occurs during learning. Limited communication between teachers and students or among students can disrupt knowledge construction and weaken learning engagement. This study therefore examines (1) teacher–student social interactions in mathematics learning, (2) student–student social interactions, and (3) teachers’ strategies for adjusting the difficulty level of questions to students’ abilities. The study was conducted at SMP Negeri 7 Kota Jambi in May 2025 using a qualitative descriptive design. Data were collected through observation, questionnaires, interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing, with credibility ensured through source and technique triangulation. The results indicate that teacher–student interaction was in the excellent category. Teachers acted as More Knowledgeable Others by providing explanations, guiding questions, and scaffolding aligned with the Zone of Proximal Development. Student–student interaction was also excellent, as reflected in group discussions and the exchange of problem-solving strategies, although participation remained uneven. Teachers’ strategies in adjusting question difficulty were likewise excellent. These results affirm that social interaction-based learning grounded in Vygotskian theory supports students’ progression from actual to potential competence through collaboration and targeted instructional support.
Copyright (c) 2025 Divina Andana, Roseli Theis, Dewi Iriani https://creativecommons.org/licenses/by-sa/4.0
Analysis of Students’ Thinking Processes in Solving Mathematical Problems Based on Bruner’s Theory in Pythagorean Theorem Tasks
This study aims to describe and analyze the thinking processes of junior high school students in solving mathematical problems based on Bruner's theory in the context of the Pythagorean theorem. The study was conducted at SMP Negeri 7 Kota Jambi in May 2025. Data were collected through classroom observations as preliminary data, followed by questionnaires and problem-solving tests as primary data, and interviews as supporting data. All data were analyzed qualitatively. The findings show that at the enactive stage, most students demonstrated low performance; four students were categorized as poor, one as excellent, and one as good. At the iconic stage, student performance ranged from low to adequate, with one student rated excellent, two rated adequate, and three rated poor. At the symbolic stage, most students demonstrated high performance, with three students rated excellent, two rated good, and one rated poor. These results indicate that although students generally succeed at the symbolic stage, weaknesses at the enactive and iconic stages suggest that their understanding remains predominantly procedural rather than conceptual. Teachers are encouraged to apply learning strategies that intentionally strengthen all three of Bruner’s representational stages, rather than moving directly to symbolic reasoning without first providing concrete experiences and visual representations. Teachers should also consider students’ diverse thinking processes when designing instruction. Future studies should include larger samples and more diverse methods, such as quantitative or mixed-methods approaches, to further examine how representation-based strategies influence students’ mathematical problem-solving performance.
Copyright (c) 2025 M. Eza Wiranugraha, Roseli Theis, Dewi Iriani https://creativecommons.org/licenses/by-sa/4.0
Design and Development of Construct 2-Based Learning Media for Teaching Three-Dimensional Geometry
Game-based learning environments, in particular, offer enjoyable learning experiences while supporting the development of conceptual understanding. This study aims to develop and evaluate Construct 2–based learning media for teaching three-dimensional geometry in Grade 7. The research employed a Research and Development (R&D) design using the Akker model. Participants included media experts, material experts, and seventh-grade students from a public junior high school in Manado. The instruments used comprised expert validation sheets, student practicality questionnaires, and learning achievement tests. The development procedure involved identifying learning challenges related to students’ difficulties in visualizing geometric solids, designing the Construct 2 media, conducting expert validation, implementing one-to-one and small-group evaluations, and conducting a classroom field test. Data were analyzed descriptively to assess the validity, practicality, and effectiveness of the developed media. The findings indicate that the learning media achieved high validity based on evaluations from both media and material experts, high practicality based on students’ responses, and high effectiveness based on learning outcomes. The dynamic visualizations, interactive quizzes, and mobile accessibility offered by the media helped students overcome common difficulties in distinguishing and visualizing geometric solids and their nets. The novelty of this study lies in demonstrating the pedagogical value of Construct 2 not only as a feasible development tool but also as an effective instructional intervention. The study offers practical implications for educators seeking effective digital media for geometry instruction and provides a foundation for further innovation in game-based mathematics learning.
Copyright (c) 2025 Agnes Deviane Manaroinsong, Ichdar Domu, Christina M. Laamena https://creativecommons.org/licenses/by-sa/4.0
Development of Quick Count Math Educational Game–Based Media for Learning Integers
In response to students’ persistent difficulties in understanding integer operations and the limited use of engaging digital game-based media in mathematics classrooms, this study aims to develop “Quick Count Math,” an educational game-based instructional medium on the topic of integers for seventh-grade junior high school students. The study employed a Research and Development (R&D) design using the Four-D model, which consists of the define, design, develop, and disseminate stages. The game is designed to support learning of integer operations (addition, subtraction, multiplication, and division) through interactive challenges, gradually increasing levels of difficulty, immediate feedback, and appealing visuals. The results indicate that “Quick Count Math” meets the criteria of validity, practicality, and effectiveness. Expert review yielded validity scores of 85% for media aspects and 100% for content aspects, both categorized as very high. In addition, the game was reported to be easy to use by students and was effective in improving their understanding and learning outcomes on the integer topic, with an effectiveness score of 86%. These findings suggest that “Quick Count Math” can serve as an engaging and effective alternative digital medium for teaching mathematics in seventh-grade junior high school classes and contribute to the literature on game-based mathematics learning by offering a validated design that can be adapted to other topics and grade levels.
Copyright (c) 2025 Freti Mangamis, Anetha L.F. Tilaar, Sylvia J.A. Sumarauw https://creativecommons.org/licenses/by-sa/4.0
Comparison of Teaching Content on Inequalities between China and Indonesia
In this study, we select inequality content from a set of Indonesian instructional materials and compare it with the corresponding inequality content in the People’s Education Press (PEP) textbooks. The comparison is significant because the two education systems represent distinct pedagogical approaches that differ historically, culturally, and epistemologically. Moreover, they are grounded in contrasting educational philosophies. PEP follows a Chinese tradition emphasizing formal structure, systematic practice, and deductive reasoning that moves from worked examples to general rules. In contrast, the Indonesian Kurikulum Merdeka is rooted in Freudenthal’s Realistic Mathematics Education (RME), which encourages contextual modeling and meaning-making prior to the introduction of formal symbols. By comparing the topic of inequalities—an abstract concept with specific operational rules (such as reversing the inequality sign when multiplied by a negative number)—we can observe how these approaches lead to different learning experiences. Do students discover rules through structured exploration, or are they expected to apply rules within real-world contexts after the concepts are presumed to be understood? In Indonesia, inequalities are taught primarily in Grade 11 of senior high school, under the assumption that students already possess a mature level of abstract reasoning. In China, however, inequality-related content is distributed across multiple stages of elementary and secondary schooling. Both countries have undergone substantial curriculum reforms aimed at improving mathematical proficiency and educational equity, yet their textbooks continue to reflect distinct pedagogical philosophies and cultural priorities. By examining the differences across these dimensions, we hope to provide useful insights for the teaching of inequality-related content
Copyright (c) 2025 Zhao Xuezhi , Damar Rais https://creativecommons.org/licenses/by-sa/4.0
Developing an Ethnomathematics-Based Transformational Geometry Textbook to Enhance Students' Mathematical Literacy
An ethnomathematical approach that integrates Luwu culture, especially the Rongkong batik motif, is expected to bridge abstract mathematical concepts with students’ daily lives through the use of local wisdom as a learning context. This study aims to develop ethnomathematics-based transformational geometry textbooks that are feasible, practical, and effective in improving senior high school students’ mathematical literacy. The research employed the ADDIE development model. The participants were Grade XI students and mathematics teachers at SMA Negeri 5 Luwu Utara. The instruments used included teacher and student needs analysis questionnaires, expert validation sheets, teacher and student practicality questionnaires, lesson implementation observation sheets, and a mathematical literacy test administered as a pretest and posttest. Validation by material and media experts was conducted to assess the feasibility of the textbook in terms of content, presentation, construction, and readability. The results show that the developed textbooks are classified as very feasible based on content, presentation, construction, and readability validation. The textbooks were also judged to be very practical by both teachers and students. In terms of effectiveness, there was a significant increase in students’ mathematical literacy after using the textbooks, with an average n-gain of 0.81 (high category). Inferential analysis further indicated a significant difference between students’ pretest and posttest scores. Thus, the ethnomathematics-based transformational geometry textbooks developed in this study are feasible for use in classroom instruction and effective in improving high school students’ mathematical literacy. This study recommends local culture-based textbooks as an alternative form of contextual teaching materials with multicultural characteristics.
Copyright (c) 2025 Fitrayuddin Sam, Syamsu Alam, Patmaniar https://creativecommons.org/licenses/by-sa/4.0
Deep Learning Approach and Students’ Numeracy Skills: The Roles of Mathematical Disposition and Gender
International and national assessments, including PISA 2022, indicate that Indonesian students’ numeracy performance remains low. This situation highlights the need for instructional approaches that strengthen conceptual understanding and higher-order thinking. This study examined the effect of a deep-learning instructional approach on eighth-grade students’ numeracy skills, while considering mathematical disposition and gender. We employed a non-equivalent control group quasi-experimental design with 62 Grade 8 students from a public junior high school in West Lombok, Indonesia. The experimental group (n = 31) received deep-learning instruction through concept exploration, context-based discussion, collaborative problem solving, and guided reflection, while the control group (n = 31) received regular instruction. Instruments included a numeracy test and a mathematical disposition questionnaire that underwent expert validation and met reliability criteria. We analyzed the data using descriptive statistics and ANCOVA, controlling for baseline ability (pretest). The results showed higher numeracy scores in the experimental group across disposition categories. ANCOVA indicated significant main effects of instructional approach, gender, and mathematical disposition, whereas several interaction effects were not significant. These findings support the use of deep-learning instruction as a promising strategy to strengthen numeracy within the Merdeka Curriculum implementation.
Copyright (c) 2025 Namaera Anggeraini, Ahmad Nasrullah, Yandika Nugraha https://creativecommons.org/licenses/by-sa/4.0
Analysis of Mathematics Teachers’ Difficulties in Implementing Differentiated Learning under the Independent Curriculum
Merdeka Curriculum promotes differentiated learning as a key strategy to address students’ diverse learning needs. However, a preliminary study at SMA Negeri 3 Gunungsitoli indicates that this approach has not been implemented consistently in mathematics classrooms. This study aims to describe how mathematics teachers apply differentiated learning and to analyze the difficulties they face and the factors influencing these difficulties within the Independent Curriculum. This study employed a qualitative descriptive design. Data were collected through interviews, classroom observations, and document analysis involving five mathematics teachers. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings show that teachers have begun to implement differentiation in content, process, and product. However, the implementation remains limited. Major difficulties include time management constraints, diverse student learning characteristics, and challenges in conducting initial diagnostic assessments. Contributing factors include limited facilities, insufficient teacher readiness, and a lack of structured professional training. These findings indicate that differentiated learning in mathematics is still at an early stage of implementation and requires systematic institutional support. This study contributes to the literature by highlighting context-specific challenges faced by mathematics teachers under the Independent Curriculum and provides practical implications for schools and policymakers in designing targeted professional development programs.
Copyright (c) 2025 Dedy Rahmat Zendrato, Yakin Niat Telaumbanua, Ratna Natalia Mendrofa, Sadiana Lase https://creativecommons.org/licenses/by-sa/4.0
Using Digital Pythagorean Tangram to Enhance Mathematical Justification Skills of Prospective Mathematics Teachers
Mathematical justification is a crucial skill for mathematics teachers because it emphasizes proof and reasoning. This study examines how using the media “Digital Pythagorean Tangrams,” a manipulable, multimedia tool on Polypad, can improve prospective teachers' justification skills when proving the Pythagorean theorem. This research used a one-group pretest-posttest design where students were given a pre-test, then received an intervention using the media, and subsequently completed a post-test. The participants included 44 mathematics education students at a university in Bandung. Instruments comprised a mathematical justification test (pretest and posttest) and Digital Pythagorean Tangram media. Pretest and posttest data were analysed to obtain the N-gain score to estimate the effect size. The N-gain data were analysed using a one-sample t-test to check whether the improvement was statistically significant. The results revealed an average N-gain score of 0.42, which falls into the medium category, demonstrating a notable improvement in students' mathematical justification skills before and after using the digital tangram media. The One-Sample t-test also indicated a significance level below 0.05, confirming that the increase in students' mathematical justification ability is significant. Integrating digital manipulatives into proof-oriented instruction can meaningfully enhance prospective teachers’ justification skills and may serve as a practical pedagogical approach in mathematics teacher education.
Copyright (c) 2025 Yusuf Adhitya, Nurmala Setianing Putri, Bill Chairy Rizki Bustaren https://creativecommons.org/licenses/by-sa/4.0
Effects of Direct Instruction Supported by Algebrator on Learning Outcomes in Linear Equation Systems
Students’ understanding of systems of linear equations in two variables is often limited due to the abstract nature of the topic and the requirement for logical and systematic reasoning skills. To address this issue, an appropriate instructional model supported by effective learning media is needed. This study aimed to examine the effect of the Direct Instruction learning model supported by Algebrator on students’ learning outcomes in systems of linear equations. This study employed a quasi-experimental method using a control group pretest–posttest design. The participants were eighth-grade students at a public Islamic junior high school. The sample consisted of two classes, with 25 students in the experimental group and 25 students in the control group. The experimental group was taught using the Direct Instruction model supported by Algebrator, while the control group received conventional instruction without technological media. Data were analyzed using descriptive statistics and an independent samples t-test at a significance level of 0.05. The results showed that the mean posttest score of the experimental group was 83.44, which was higher than that of the control group, which obtained a mean score of 76.76. The t-test results indicated a significant difference between the two groups (t = 2.35, p < 0.05). These findings demonstrate that students taught using the Direct Instruction model supported by Algebrator achieved significantly better learning outcomes than those taught using conventional methods. This study indicates that the integration of technological learning media such as Algebrator can effectively enhance students’ understanding and learning outcomes in mathematics, particularly in systems of linear equations. The findings provide empirical support for the use of technology-assisted Direct Instruction in mathematics classrooms.
Copyright (c) 2025 Suci Nurjanna Sultan Marajo, Murni Sulistyaningsih, Sylvia Jane Annatje Sumarauw https://creativecommons.org/licenses/by-sa/4.0
Exploring the School Environment Through an Ethnomathematics Approach
Mathematics is often perceived as abstract and disconnected from everyday life, causing students to struggle with topics requiring symbolic representation, such as matrices. This situation indicates the need for learning approaches that connect formal concepts with real experiences, highlighting the urgency to address students’ limited ability to link symbolic representations with real contexts. This study aims to describe the process and results of exploring the school environment as a source of mathematical representation for matrix topics through an ethnomathematics approach. This research employed a qualitative approach with a case study design. Participants included one mathematics teacher and two 11th-grade students from SMA Negeri 1 Tengaran. Data were collected through observation, interviews, and documentation; instruments consisted of observation sheets, interview guides, and student worksheets (LKPD). Data analysis used the Miles, Huberman, and Saldana model with technique and source triangulation to enhance credibility. The results indicate that environmental exploration helped students identify real-world patterns representable as matrices, such as flowerpot arrangements, floor patterns, and school artwork. The findings also show contributions to mathematical literacy and the Pancasila Student Profile dimensions particularly critical thinking, creativity, and collaboration. The novelty of this study lies in integrating ethnomathematics into algebra topics (matrix concepts), which are rarely examined, and utilizing a modern school environment as a local context. Implications for teaching include replicating exploration steps such as field observation, pattern recording, and matrix representation to support routine lessons or other topics requiring connections between real objects and mathematical structures.
Copyright (c) 2025 Rizqi Retno Asih, Unsiyah Nuzulah, Purnomo https://creativecommons.org/licenses/by-sa/4.0
Mathematics in the Tradition of Nusantara Architecture: An Effort to Improve Students’ Problem-Solving Skills
Previous research has explored students' problem-solving abilities, yet few studies have incorporated elements of Nusantara architecture into the mathematics learning process. This study aims to examine the changes in students’ problem-solving skills following the implementation of Nusantara architecture-based learning in the topic of number patterns. This approach is operationalized through the utilization of carving motifs, symmetrical structures of traditional buildings, and construction rhythms as concrete representations of number pattern concepts. The research employed a one-group pretest–posttest design, involving 33 eighth-grade students from SMP Negeri 7 Bandar Lampung as participants. The research instruments consisted of a problem-solving ability test and a student response questionnaire, while the learning process was conducted over four meetings. Because the data did not meet the assumption of normality, the analysis was conducted using the Wilcoxon Signed Rank Test and N-gain calculations to determine the magnitude of improvement in learning outcomes. The results of the analysis showed a significance value of 0.000 < 0.05, indicating a significant difference between the scores before and after the treatment. The N-gain value of 0.7700 falls into the high category, indicating that Nusantara architecture–based learning is able to improve students’ mathematical problem-solving abilities. In addition, the questionnaire results showed that most students gave positive responses to the implementation of this learning approach. Overall, Nusantara architecture–based learning has been proven effective in strengthening students’ understanding of mathematical concepts and providing a more contextual, creative, and culturally grounded learning experience.
Copyright (c) 2025 Netriwati, Ita Dwi Lestari, Wulan Emilia, Al Qausar Mulani, Fadly Nendra https://creativecommons.org/licenses/by-sa/4.0
Development of Mathematics Learning Media Using Wordwall to Improve Students' Interest and Learning Outcomes
This study addresses the limited use of technology-based instructional media and insufficient instructional time in mathematics learning. It aims to develop and evaluate Wordwall-based learning media in terms of validity, practicality, and effectiveness in improving students’ learning interest and achievement. The study employed a Research and Development design using the ADDIE model up to the evaluation stage. Participants included 32 eighth-grade students from SMP Negeri 3 Huruna and one mathematics teacher. Data were collected through expert validation involving three validators, student and teacher response questionnaires, and learning achievement tests. Data analysis combined descriptive qualitative analysis with quantitative analysis using percentage scores and pretest–posttest comparisons. The findings indicate that the developed media is valid in terms of content, language, and visual design; highly practical, as reflected by positive responses from more than 90 percent of students and teachers; and effective in improving learning interest, with an average increase of 25 percent, as well as learning outcomes, with an N-gain of 0.62 in the medium–high category. The novelty of this study lies in positioning Wordwall not merely as a gamification tool, but as an interactive learning medium systematically integrated within the ADDIE instructional design framework for mathematics learning. Theoretically, this study strengthens evidence on the role of gamification within instructional design. Practically, it offers teachers a viable strategy to address time constraints while enhancing student engagement and learning outcomes.
Copyright (c) 2025 Putra Mei Anugrah Halawa, Yakin Niat Telaumbanua, Ratna Natalia Mendrofa, Sadiana Lase https://creativecommons.org/licenses/by-sa/4.0
Enhancing Mathematical Representation Ability through ClassPoint-Assisted Situation-Based Learning
Mathematical representation skills are an important aspect in supporting students' success in mathematics learning. This study aims to determine the influence of ClassPoint-assisted Situation-Based Learning (SBL) learning model on students' mathematical representation skills. The results of the pre-research show that students' mathematical representation skills are still relatively low in presenting real-situation problems in visual, symbolic, and verbal forms. This condition shows that there is a gap between the demands of mathematics learning that emphasizes the ability to represent and learning practices that are still conventional. This study uses a quantitative method with a quasi-experimental design in the form of a posttest only control group design. The research sample consisted of two classes selected using cluster random sampling. The research instrument is in the form of a test of mathematical representation ability on equation material and quadratic functions. Data analysis used the Independent Sample T-Test at a significance level of 5%. The results of the study showed that the value of sig. 0.007 < 0.05, which indicates a significant influence of the application of the ClassPoint-assisted SBL learning model on students' mathematical representation skills. These findings provide an empirical contribution that ClassPoint-media-supported situation-based learning is effectively used as an alternative to mathematics learning to develop mathematical representation skills.
Copyright (c) 2025 Lulu Indah Lestari, Farida, Sri Purwanti Nasution https://creativecommons.org/licenses/by-sa/4.0
Correlation of Self-Regulated Learning and Students' Ability to Solve Mathematical Problems in Algebraic Topics
This study was designed to examine the relationship between self-regulated learning and students’ mathematical problem-solving ability among grade VII students at SMP Negeri 9 Surakarta in the 2025/2026 academic year. A quantitative approach with a correlational design was employed. The participants consisted of 89 students selected using cluster random sampling. Data were collected using a mathematical problem-solving test and a self-regulated learning questionnaire. The data were analyzed using descriptive statistics, including mean, median, mode, and standard deviation, followed by assumption testing through normality and linearity tests. Hypothesis testing was conducted using simple correlation and simple linear regression analysis. The analysis satisfied the required assumptions and revealed a positive relationship between self-regulated learning and mathematical problem-solving ability. The results of the simple linear regression analysis indicated that self-regulated learning contributed significantly to students’ problem-solving ability, with a significance value of 0.031 and a regression coefficient of 0.408. These findings indicate that students with stronger self-regulated learning skills tend to demonstrate higher effectiveness in solving mathematical problems. The contribution of this study lies in its specific focus on algebraic problem-solving, an area that has received limited empirical attention in relation to self-regulated learning at the junior high school level.
Copyright (c) 2025 Nur Hidayati Solikah, Wiwin Astuti https://creativecommons.org/licenses/by-sa/4.0
Development of AIR (Auditory, Intellectually, Repetition)- Based Ethnomathematics E-Modules to Improve Numeracy Literacy
The numeracy literacy skills of Indonesian students remain relatively low, particularly in the geometry topics of two-dimensional shapes. One contributing factor is the limited availability of teaching materials that are relevant to local culture, as well as the lack of learning models that actively engage students. This study aims to develop an ethnomathematics-based mathematics e-module using the Auditory, Intellectually, Repetition (AIR) model to enhance students’ numeracy literacy. The research employed a Research and Development (R&D) design with the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The research subjects were seventh-grade students of SMP Negeri 3 Belitang Mulya and MTs Al Ihsan Kalirejo. The instruments used included expert validation questionnaires, student response questionnaires, and pretest–posttest assessments. The material expert validation produced an average score of 3.64 (very valid), and the media expert validation produced an average score of 3.84 (very valid). Student responses in both small- and large-group trials indicated a very attractive category, with average scores above 3.45. The effectiveness test showed an effect size of 0.81 (high category). These findings indicate that the ethnomathematics-based e-module using the AIR model is feasible, appealing, and effective for improving students’ numeracy literacy. This research provides an innovative teaching material alternative that is culturally relevant and can serve as a reference for developing more contextual mathematics learning.
Copyright (c) 2025 Inayah Fatmasari, Siska Andriani, Novian Riskiana Dewi https://creativecommons.org/licenses/by-sa/4.0
Comparison of Student’s Mathematical Problem-Solving Ability between Realistic Mathematics Education Assisted by GeoSpace and Direct Instruction
This study compares students’ mathematical problem-solving skills between those taught using the GeoSpace-assisted Realistic Mathematics Education (RME) model and those taught through direct instruction. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The participants were two eighth-grade classes at a junior high school, with one class assigned as the experimental group and the other as the control group. Mathematical problem-solving skills were measured using an essay test based on NCTM indicators: understanding problems, planning strategies, implementing solutions, and reviewing results. The instrument demonstrated adequate validity and reliability. The experimental group received instruction using the RME model supported by the GeoSpace application, while the control group received direct instruction without digital media. Data analysis using an independent samples t-test showed that the experimental group achieved significantly higher posttest scores than the control group (p < 0.05), with a moderate effect size. In addition, learning gains in the experimental group were higher than those in the control group. These findings indicate that the GeoSpace-assisted RME model is more effective in improving students’ mathematical problem-solving skills than direct instruction. The use of realistic contexts and interactive visual representations supports students’ conceptual understanding. However, as the study involved only two classes, further research with a broader sample is recommended to strengthen the generalizability of the results.
Copyright (c) 2025 Febi Ayumni, Himmatul Ulya, Sumaji https://creativecommons.org/licenses/by-sa/4.0
Impact of the Outdoor Mathematical Modelling Model Within Differentiated Learning on Students’ Mathematical Literacy Skills
This study was motivated by the low mathematical literacy skills of students at SMP Negeri 17 Batanghari. Based on interview results, this condition occurs because the learning process is still teacher-centered and tends to be conventional, without considering differences in students' readiness and learning characteristics. One way to overcome this is by applying the outdoor modeling mathematics model combined with differentiated learning to accommodate differences in student abilities. This study aims to determine the effect of applying the outdoor modeling mathematics model in differentiated learning on students' mathematical literacy skills. This study uses an experimental design with a Posttest-Only Control Group Design. The research population consisted of all seventh-grade students at SMPN 17 Batanghari, comprising five classes. The research subjects involved three seventh-grade classes selected by simple random sampling. These were experiment class I, which applied the outdoor modeling mathematics model in differentiated learning; experiment class II, which applied the direct instruction model in differentiated learning; and the control class, which applied the direct instruction model. The instruments used in this study were a mathematical ability test, an observation sheet on the implementation of learning by teachers and students, and a posttest in the form of a student mathematical literacy test sheet. All instruments were validated through content validity by experts, namely mathematics education lecturers, to ensure the suitability of the instruments with mathematical literacy indicators and learning objectives. In addition, the test instruments were piloted on students with characteristics similar to the research subjects to obtain empirical validity using Product Moment correlation. The reliability of the test instruments was analyzed using Cronbach's Alpha coefficient so that the test instruments were declared reliable and suitable for use in the study. The analysis method applied was one-way ANOVA, followed by a post hoc Tukey test to process the data obtained. The research findings indicate that the use of the outdoor modeling mathematics model in differentiated learning is better at improving students' mathematical literacy skills, while the direct instruction model in differentiated learning does not show significant results when compared to the direct instruction model. In the three sample classes, the implementation of learning by teachers and students was very good. These findings recommend that mathematics teachers apply the outdoor modeling mathematics model in differentiated learning as an alternative to to improve their mathematical literacy skills.
Copyright (c) 2025 Safitri Fatima Ningsih, Sofnidar, Dewi Iriani https://creativecommons.org/licenses/by-sa/4.0
Psychometric Validity Analysis of Logical–Mathematical Intelligence
This study is a validation and instrument-development research whose primary goal is to examine and ensure the psychometric quality of a Logical–Mathematical Intelligence (LMI) questionnaire for Senior High School students. LMI, as a fundamental aspect of scientific reasoning, requires a well-established measurement tool. The adapted instrument consists of 24 items using a five-point Likert scale and was constructed based on Gardner’s five core LMI dimensions (numerical ability, logical reasoning, problem solving, pattern recognition, and deductive/inductive thinking). Data were collected online from 317 high school students through convenience sampling. Analysis was performed using the Rasch Model (Winsteps 3.73). The results indicate that the instrument demonstrates adequate unidimensionality (raw variance explained 33.3%) and excellent reliability (Cronbach’s Alpha 0.89; Item Reliability 0.96). All items were found to be fit and functioning properly, with strong discriminative power (Item Separation 4.98), indicating that the instrument can classify item difficulty into seven distinct levels. These findings explicitly confirm that the adapted LMI questionnaire meets international psychometric standards and is valid for mapping the logical–mathematical reasoning abilities of high school students.
Copyright (c) 2025 Lastri Hutagalung, Wardani Rahayu, Flavia Aurelia Hidayat https://creativecommons.org/licenses/by-sa/4.0
Relationship between Algebraic Thinking Ability and Student’s Mathematical Resilience
Algebraic thinking ability and mathematical resilience are two essential elements that support each other in the mathematics learning process. This study aims to determine the relationship between students' algebraic thinking ability and their mathematical resilience. A quantitative correlational method with a cross-sectional design was employed. The population included all seventh-grade students at MTs Al-Musthofa Garut, with a sample of 30 students selected through purposive sampling. Research instruments consisted of an algebraic thinking ability test based on Lew (2004) indicators and a mathematical resilience questionnaire based on Sumarmo (2015) indicators. The validity of both instruments was verified through content and face validity by expert judgment from mathematics teachers, while reliability was calculated using Cronbach’s Alpha coefficients, yielding coefficient reliability 0.700 for the algebraic thinking test and coefficient reliability 0.832 for the mathematical resilience questionnaire. Data were collected in a single classroom session and analyzed using Spearman's correlation as the data were not normally distributed. The results showed a positive and significant relationship between algebraic thinking ability and mathematical resilience, with a correlation coefficient of 0.571 and a significance value of 0.001. These findings indicate that a higher level of algebraic thinking ability corresponds to a higher level of mathematical resilience. Practically, this study confirms that strengthening algebraic thinking skills through gradual and systematic practice can be an effective strategy to enhance students' resilience in learning mathematics.
Copyright (c) 2025 Nazwa Aulia Rahma, Rostina Sundayana https://creativecommons.org/licenses/by-sa/4.0
Development of Mathematics Learning Media on Build Flat Side Space Using Smart Apps Creator
Learning mathematics in the subject of Build Flat-Side Space remains a challenge for junior high school students due to limited visual representation and minimal use of technological media that can facilitate spatial understanding. The abstract nature of shape concepts requires clear visualization, but conventional learning practices tend to rely only on static images in textbooks. This condition has an impact on the low level of concept understanding and learning motivation of students. Smart Apps Creator (SAC) as an interactive media development tool has the potential to provide dynamic visualizations and a more interesting learning experience. This study aims to develop SAC-assisted mathematics learning media and test its validity, practicality, and effectiveness in supporting the learning of flat-sided shapes. The study uses the Research and Development (R&D) method with the ADDIE model, which includes the stages of needs analysis, product design, media development, classroom implementation, and evaluation. The research instruments consisted of expert validation sheets for material and media, student questionnaires, and learning outcome tests. The validation process was carried out to assess the suitability of the content, appearance, and usefulness of the media, while the practicality and effectiveness tests were conducted through the use of media in classroom learning. The results showed that the SAC-based learning media achieved a highly valid rating from experts, was practical based on user responses, and was effective in increasing motivation and understanding of flat-sided spatial concepts. Thus, this media can be used as an alternative interactive learning resource that supports a more interesting, meaningful, and needs-based mathematics learning process for junior high school students.
Copyright (c) 2025 Tesalonika M. Oroh, Murni Sulistyaningsih, Derel F. Kaunang https://creativecommons.org/licenses/by-sa/4.0
Development of a Desmos-Assisted Flipbook E-Module to Improve Mathematical Problem-Solving Ability
The ability to solve problems in mathematics is an essential competency that every student must have because in fact, this ability is still low. Many students still find it difficult when they have to solve story-based problems, especially on the topic of geometric transformations. The limited teaching materials that support learning also become an obstacle, because the available media are not interactive or interesting enough to facilitate students' understanding of the material. Based on these problems, this research is focused on the development of a Project Based Learning (PjBL)-based flipbook e-module designed to improve mathematical problem-solving skills on geometric transformations. The type of research used is research and development (R&D) by applying the ADDIE model as a reference for product development. The research subjects were 26 students of grade IX A of SMP Negeri 1 Hantara. Data were collected using questionnaires, interviews, and tests. The assessment results from three material experts obtained a feasibility percentage of 87% while from two media experts 81% were categorized as very valid. The results of the practicality test using a questionnaire obtained a percentage of 97% from teachers and 95% from students (very practical). Effectiveness is shown through N-Gain of 0.71 with a high category because it is in the range of N-Gain> 0.70 from an average pre-test of 24.31 and post-test of 75.95. This e-module is proven to have a good level of validity, practicality, and effectiveness in helping improve students' mathematical problem-solving abilities. Further research is expected to be able to expand the scope of subjects and emphasize other indicators of mathematical problem-solving abilities in media development.
Copyright (c) 2025 Nunu Nurhayati, Erika Awaliah Nursyafitri, Nuranita Adiastuty https://creativecommons.org/licenses/by-sa/4.0
Measuring Junior High School Students’ Critical Thinking Skills Through Set Operations Tasks
This study aims to describe students’ critical thinking skills. Critical thinking is essential for students, especially in 21st-century learning, where many students use technology to explore answers without fully understanding the questions and the solutions. This study focuses on students’ understanding of set operations in mathematics and identifies the difficulties they face. The participants were 27 ninth-grade students at Al-Manar Junior High School. The study employed a qualitative approach with a descriptive design to analyze students’ abilities to solve problems, decide and implement solution steps, perform operations, and apply mathematical induction related to set operations. The findings are expected to reveal students’ critical thinking skills and their understanding of basic mathematical concepts, particularly in set operations, as well as to identify factors influencing their understanding, thereby improving the quality of mathematics instruction at the primary and secondary education levels. The instrument used to collect data was a test administered to students on the topic of set operations. Data analysis followed these steps: data reduction, data display, and drawing conclusions. The results indicate that students’ ability to solve mathematical problems on set operations is uneven. Based on the critical thinking categories used in this study, no students reached the “very good” category; 80% were in the “good” category, 5% in the “fair” category, and 15% in the “low” category. This distribution was evident in students’ responses, suggesting that their overall problem-solving ability can still be considered good. Therefore, the researcher recommends that teachers pay greater attention to and further develop students’ critical thinking skills and their understanding of basic mathematical concepts.
Copyright (c) 2025 Nurdalilah, Aziah Aulisa Putri, Luthfiyatul Adawiyah Siregar, Ramadan Shaputra, Feri Dwi Febrian https://creativecommons.org/licenses/by-sa/4.0
Android-Based Pisa-Type Questions in The Ramadhan Context to Know Students' Mathematical Thinking Abilities
The purpose of this study was to develop and test the effectiveness of a PISA-type mathematics test set based on a real-world context (Ramadan) on junior high school students' mathematical thinking skills. The method used was a design research type of development studies with the Tessmer model, involving formative evaluation stages (expert review, individual trials, and small groups). The research subjects were eighth-grade students of SMP IT Al-Furqon Palembang. The instruments developed included 15 PISA questions, grids, question cards, and assessment rubrics. Validity was tested through expert reviews (content, structure, language) and feedback from individual trials ( one-to-one ). Practicality was measured using a questionnaire in a small group trial. The results showed that the questions were very valid based on expert assessments, and practical (easy to understand and effective to use) based on student questionnaires. Thus, this PISA-type test set with a Ramadan context is worthy of being used as an innovation in mathematics learning in junior high schools
Copyright (c) 2025 Suci Indah Pratiwi, Ratu Ilma Indra Putri, Somakim https://creativecommons.org/licenses/by-sa/4.0