Dinamika Emosi Siswa dalam Menyelesaikan Soal Higher Order Thinking Skills (HOTS) dalam Pembelajaran Matematika

Sry Rita Puspitasari; Sela Wahyuni

doi:10.25299/perspektif.2026.vol17(2).27638

Authors

Sry Rita Puspitasari
[email protected]
Universitas Palangka Raya
Sela Wahyuni Muhammadiyah Senior High School Palangka Raya

Keywords:

emosi siswa, HOTS, strategi pemecahan masalah, pembelajaran matematika

Abstract

This study aims to describe the dynamics of students’ emotions in mathematics learning and to explore the role of these emotions in the process and strategies of solving Higher Order Thinking Skills (HOTS) problems. A descriptive qualitative approach was employed, involving 36 seventh-grade students from a public junior high school in West Bandung Regency. Data were collected through non-participant observation, HOTS-based problem-solving tasks as stimuli for exploring thinking strategies, semi-structured interviews, and teacher documentation. Data analysis followed the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing, and was strengthened through member checking. The findings indicate that students experience a range of emotions, both positive and negative, during mathematics learning and HOTS problem-solving activities. Positive emotions, such as enjoyment, interest, confidence, and pride, tend to accompany the use of more systematic, analytical, and reflective problem-solving strategies. In contrast, negative emotions, including anxiety, fear, confusion, and frustration, are often associated with difficulties in understanding problems and with the use of impulsive or avoidance-oriented strategies. These findings highlight the important role of emotions in shaping how students think and act when solving HOTS problems. Therefore, integrating affective aspects into mathematics instruction is essential to better support the development of students’ higher-order thinking skills.

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