Main Article Content


Students' mastery of geometry topics affects their ability to understand other mathematical topics. In addition, students are required to have higher-order thinking skills. Previous research shows that ICT media played an important role in improving students’ higher-order thinking skills. This study was carried out to produce a cuboid volume learning trajectory in ICT-assisted learning that can support students' higher-order thinking skills. This research employed validation design which consisted of three main stages, namely preliminary, experiment, and retrospective analysis. It was held during two main cycles. Sixty-four students of the eighth-grade in Palembang, Ogan Ilir, Manado, and West Papua were involved as research subjects. Data were collected through validation sheets, observations, interviews, and documents in the form of student worksheets. Then, the data were analyzed qualitatively and described narratively. The learning design developed was able to help students use higher-order thinking skills where students analyzed, evaluated, and used their creativity in answering the problems given. The results of this study can inform the policy making for teachers in designing mathematics learning and for lecturers to carry out mentoring for teachers in designing mathematics learning based on Realistic Mathematics Education (RME) and ICT media.


Design Research Geometrical Learning Higher Order Thinking Skills ICT Media Learning Trajectory

Article Details

How to Cite
Meryansumayeka, Zulkardi, Putri, R. I. I., & Hiltrimartin, C. (2022). Designing geometrical learning activities assisted with ICT media for supporting students’ higher order thinking skills. Journal on Mathematics Education, 13(1), 135–148.


  1. Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association, 103(3), 152–153.
  2. Ahern, T. C. (2016). A Waterfall Design Strategy for Using Social Media for Instruction. Journal of Educational Technology Systems, 44(3), 332–345.
  3. Ahmad, S., Prahmana, R. C. I., Kenedi, A. K., Helsa, Y., Arianil, Y., & Zainil, M. (2018). The instruments of higher order thinking skills. Journal of Physics: Conference Series, 943(1).
  4. Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
  5. Ariyana, Y., Pudjiastuti, A., Bestary, R., & Zamroni. (2018). The Learning Handbook Oriented Higher- Order Thinking Skills [in Bahasa]. Direktorat Jenderal Guru dan Tenaga Kependidikan Kementrian Pendidikan dan Kebudayaan.
  6. Bakker, A. (2019). Design Research in Education: A Practical Guide for Early Career Researchers. Routledge.
  7. Barana, A. (2021). From formulas to functions through geometry: A path to understanding algebraic computations. European Journal of Investigation in Health, Psychology and Education, 11(4), 1485–1502.
  8. Bokhove, C., & Drijvers, P. (2010). Symbol sense behavior in digital activities. For the Learning of Mathematics, 30(3), 43–49.
  9. Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD.
  10. Collins, R. (2014). Skills for the 21st Century: teaching higher-order thinking. Curriculum & Leadership Journal, 12(14).
  11. Darmawan, E. W., & Suparman, S. (2019). Design of Mathematics Learning Media based on Discovery Learning to Improve Problem Solving Ability. Indonesian Journal on Learning and Advanced Education (IJOLAE), 1(2), 20–28.
  12. Fachrudin, A. D., Putri, R. I. I., & Darmawijoyo, D. (2014). Building Students’ Understanding Of Quadratic Equation Concept Using Naïve Geometry. Journal on Mtahematics Education, 5(2), 191–202.
  13. Fitri, N. L., & Prahmana, R. C. I. (2020). Designing learning trajectory of circle using the context of Ferris wheel. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(3), 247–261.
  14. Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. L@S 2014 - Proceedings of the 1st ACM Conference on Learning at Scale, 41–50.
  15. Harsa, F. S. (2016). Integrasi Ict Dalam Pembelajaran Matematika [In Bahasa]. Jurnal Paedagogi, 8(2), 2016–2158.
  16. Hoogland, K. (2016). Images of Numeracy Investigating the effect of visual representations of problem situation in contextual mathematical problem solving.
  17. Jones, S. R. (2015). The prevalence of area-under-a-curve and anti-derivative conceptions over Riemann sum-based conceptions in students’ explanations of definite integrals. International Journal of Mathematical Education in Science and Technology, 46(5), 721–736.
  18. Jupri, A. (2015). The Use of Applets to Improve Indonesian Student Performance in Algebra.
  19. Kolovou, A., van den Heuvel-Panhuizen, M., Bakker, A., & Elia, I. (2011). An ICT environment to assess and support students’ mathematical problem-solving performance in non-routine puzzle-like word problems. In Mathematical problem solving in primary school (pp. 77–92).
  20. Komarudin, K., Suherman, S., Puspıta, L., Arrafıansyah, R., & Nur Hasanah, U. (2020). Program course lab 2.4 mathematics learning media for increasing of creativity domain at Higher Order Thinking Skills (HOTS). Journal of Gifted Education and Creativity.
  21. Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2018). How does realistic mathematics education (RME) improve students’ mathematics cognitive achievement? Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569–578.
  22. Meryansumayeka, M., Zulkardi, Putri, R. I. I., & Hiltrimartin, C. (2020). The prototype of PISA-like digital mathematical tasks. Journal of Physics: Conference Series, 1470(1).
  23. Meryansumayeka, M., Zulkardi, Z., Putri, R. I. I., & Hiltrimartin, C. (2021). Kesulitan Siswa dalam Menyelesaikan Permasalahan Geometri Level Higher Order Thinking Skills. SJME (Supremum Journal of Mathematics Education), 5(2).
  24. Neumann, J. W. (2013). Developing a New Framework for Conceptualizing “Student-Centered Learning.” Educational Forum, 77(2), 161–175.
  25. OECD. (2018). “PISA for Development Mathematics Framework.” OECD Publishing.
  26. OECD. (2019). “PISA 2018 Assessment and Analytical Framework”. OECD Publishing.
  27. Pereira, J., Tan, S., Li, L., & Purnama, A. (2020). Developing A Mathematics Learning Media To Explain Formula Of Area Of Kite Using Hawgent. Indonesian Journal of Science and Mathematics Education, 3(3), 272–281.
  28. Prahmana, R. C. I., Zulkardi, Z., & Hartono, Y. (2012). Learning Multiplication Using Indonesian Traditional game in Third Grade. Journal on Mathematics Education, 3(2), 115–132.
  29. Pratama, G. S., & Retnawati, H. (2018). Urgency of Higher Order Thinking Skills (HOTS) Content Analysis in Mathematics Textbook. Journal of Physics: Conference Series, 1097(1).
  30. Raiyn, J. (2016). The Role of Visual Learning in Improving Students’ High-Order Thinking Skills. Journal of Education and Practice, 7(24), 115–121.
  31. Revina, S., Zulkardi, Z., Darmawijoyo, D., & van Galen, F. (2011). Spatial Visualization Tasks To Support Students’ Spatial Structuring In Learning Volume Measurement. Journal on Mathematics Education, 2(2), 127–146.
  32. Schindler, M., Schovenberg, V., & Schabmann, A. (2020). Enumeration Processes of Children With Mathematical Difficulties: An Explorative Eye-Tracking Study on Subitizing, Groupitizing, Counting, and Pattern Recognition. In Learning Disabilities: A Contemporary Journal (Vol. 18, Issue 2).
  33. Setiawan, A., Malik, A., Suhandi, A., & Permanasari, A. (2018). Effect of Higher Order Thinking Laboratory on the Improvement of Critical and Creative Thinking Skills. IOP Conference Series: Materials Science and Engineering, 306(1).
  34. Sofiyan, S., Amalia, R., & Suwardi, A. B. (2020). Development of mathematical teaching materials based on project-based learning to improve students’ HOTS and character. Journal of Physics: Conference Series, 1460(1).
  35. Sumirattana, S., Makanong, A., & Thipkong, S. (2017). Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students’ mathematical literacy. Kasetsart Journal of Social Sciences, 38(3), 307–315.
  36. Tambunan, H., & Naibaho, T. (2019). Performance of mathematics teachers to build students’ high order thinking skills (HOTS). Journal of Education and Learning (EduLearn), 13(1), 111–117.
  37. Tanudjaya, C. P., & Doorman, M. (2020). Examining higher order thinking in Indonesian lower secondary mathematics classrooms. In Journal on Mathematics Education (Vol. 11, Issue 2, pp. 277–300). Sriwijaya University.
  38. Tanujaya, B., Mumu, J., & Margono, G. (2017). The Relationship between Higher Order Thinking Skills and Academic Performance of Student in Mathematics Instruction. International Education Studies, 10(11), 78.
  39. van den Heuvel-Panhuizen, M. (2003). The Didactical Use Of Models In Realistic Mathematics Education: An Example From A Longitudinal Trajectory On Percentage 1. Educational Studies in Mathematics.
  40. van den Heuvel-Panhuizen, M. (2020). Didactical Phenomenology (Freudenthal). In S. Lerman (Ed.), Encyclopedia of mathematics education (2nd ed., pp. 218–220). Springer.
  41. Wang, J., & Antonenko, P. D. (2017). Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning. Computers in Human Behavior, 71, 79–89.
  42. Zainil, M., Prahmana, R. C. I., Helsa, Y., & Hendri, S. (2018). ICT media design for higher grade of elementary school mathematics learning using CS6 program. Journal of Physics: Conference Series, 943(1).
  43. Zengin, Y. (2021). Construction of proof of the Fundamental Theorem of Calculus using dynamic mathematics software in the calculus classroom. Education and Information Technologies.

Most read articles by the same author(s)

1 2 > >>