Cognitive–Cultural Balance in Designing Culture-Based HOTS Tasks: Evidence from Prospective Mathematics Teachers
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Resumo
This study aims to investigate how prospective mathematics teachers integrate cognitive and cultural dimensions in designing culture-based Higher Order Thinking Skills (HOTS) tasks. Using a qualitative descriptive approach, data were collected through task analysis, observation, and in-depth interviews. Data analysis in this study employed thematic analysis using a hybrid inductive–deductive approach. The study involved seventh-semester Mathematics Education students who had completed core pedagogical and professional courses as well as teaching practicum and were therefore considered ready as prospective teachers. Their task designs were analyzed using the Cognitive Demand and Cultural Value Framework, resulting in three classifications: cognitive dominance, cultural dominance, and cognitive–cultural balance, with one participant representing each category. Participants with cognitive dominance demonstrated strong mathematical reasoning and structured problem design but tended to disregard cultural authenticity and traditional norms. Conversely, culturally dominant participants displayed rich cultural sensitivity yet neglected mathematical coherence and contextual logic. Only participants achieving cognitive–cultural balance successfully integrated analytical rigor with cultural meaning, producing problems that were both mathematically valid and culturally grounded. These findings highlight that cognitive and cultural dimension are complementary rather than opposing forces. The study concludes that developing dual cognitive and cultural literacy is essential for prospective mathematics teachers to design transformative learning experiences that connect logical reasoning with cultural understanding, underscoring the need for teacher education institutions (LPTK) to integrate this balance explicitly into curriculum design to better prepare future teachers.
Dados da obra
- Tipo
- Artigo
- Periódico
- Jurnal Kependidikan, v. 12, n. 1, p. 74-86
- Editora
- LPPM Universitas Pendidikan Mandalika
- Ano
- 2026 (2026-03)
- Idioma
- en
- Palavras-chave
- cognitive–cultural balance; culture-based hots tasks; prospective mathematics teachers
- Temas
- Currículo, Formação de Professores de Matemática
- DOI
- 10.33394/jk.v12i1.19417
- ISSN
- 2442-7667
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ALIFIANI et al.. Cognitive–Cultural Balance in Designing Culture-Based HOTS Tasks: Evidence from Prospective Mathematics Teachers. Jurnal Kependidikan, v. 12, n. 1, p. 74-86, 2026. DOI: https://doi.org/10.33394/jk.v12i1.19417.
APA
Alifiani,, Labuem, S., Suwanti, V., & Phadung, M. (2026). Cognitive–Cultural Balance in Designing Culture-Based HOTS Tasks: Evidence from Prospective Mathematics Teachers. Jurnal Kependidikan, 12(1), 74-86. https://doi.org/10.33394/jk.v12i1.19417
BibTeX
@article{alifiani2026,
author = {Alifiani and Labuem, Susana and Suwanti, Vivi and Phadung, Muneeroh},
title = {Cognitive–Cultural Balance in Designing Culture-Based HOTS Tasks: Evidence from Prospective Mathematics Teachers},
year = {2026},
journal = {Jurnal Kependidikan},
volume = {12},
number = {1},
pages = {74-86},
publisher = {LPPM Universitas Pendidikan Mandalika},
doi = {10.33394/jk.v12i1.19417},
language = {en}
}RIS
TY - JOUR AU - Alifiani AU - Labuem, Susana AU - Suwanti, Vivi AU - Phadung, Muneeroh TI - Cognitive–Cultural Balance in Designing Culture-Based HOTS Tasks: Evidence from Prospective Mathematics Teachers PY - 2026 JO - Jurnal Kependidikan VL - 12 IS - 1 SP - 74 EP - 86 DO - 10.33394/jk.v12i1.19417 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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