INOMATIKA 2024-03-17T07:31:10+08:00 Yudi Yunika Putra [email protected] Open Journal Systems <pre>Title : Inovasi Matematika (Inomatika)<br>Website : <a title="Website-Inomatika" href=""></a><br>Publisher : STKIP Muhammadiyah Bangka Belitung <br>ISSN : 2656-7245 (online), 2656-7431 (print) <br>DOI Prefix : 10.35438 <br>Subject : Learning, Teacher and Student in Education <br>Frequency : Bimonthly approximately 14 articles <br>Language : Indonesia (id) <br>Citation : Google Scholar <br>Archive : Archive RJI <br>OAI : <a title="oai-inomatika" href=""></a></pre> Traditional House of Lampung Kedatun Keagungan: Ethnomathematics Exploration 2024-03-17T07:31:10+08:00 Noprisa Noprisa [email protected] Fitria Lestari [email protected] Desrina Hardianti [email protected] Dwi Desmayanasari [email protected] Suryatul Aini Asyhara [email protected] Deni Efendi [email protected] Dopy Rizko [email protected] Elsa Kurnia [email protected] <p>The purpose of this study is to explore Ethnomathematics of Geometry concepts in Kedatun Keagungan traditional house architecture. It is hoped that students will more easily explore understanding of mathematical abstractness through visual representations in familiar cultural forms. Learning mathematics by linking the surrounding culture so that learning is more meaningful for students. This research is a qualitative research with an ethnographic approach. Data collection techniques begin with observation, compiling and validating instruments, documentation studies and FGD. Data analysis technique uses the Spradley model. Based on the research results, it was found that Ethnomathematics in the Kedatun Keagungan traditional house has applied mathematical concepts both to the components of the house building and the ornaments inside which include: (1) the concept of geometry which consists of shapes, shapes and angles, (2) the concept of Geometry Transformations consisting of Symmetrical properties, Translation properties, Reflections, and Dilations. The results of this research can be used as a reference in developing teaching materials on Geometry material so that learning becomes more meaningful.</p> 2024-01-31T00:00:00+08:00 Copyright (c) 2024 INOMATIKA Learning Circle Using Gobak Sodor Game Context In Eighth Grade 2024-03-17T07:31:10+08:00 Harisman Nizar [email protected] Dyah Rahmawati [email protected] <p>This research aims to produce a learning trajectory that can help students understand the concept of circles using the Indonesian Realistic Mathematics Education (PMRI) approach. This research takes the context of the traditional game "gobak sodor" which developed from an informal form to a formal form. The research method used is a research design that involves three stages, namely preparing for the experiment, experimental design, and retrospective analysis. This research was carried out in eighth grade class in one of Junior High School in Palembang involving 34 students. PMRI is the basis for the learning context and activities in this research. Data collection includes taking student work results, interviews, and observations. The results of the research produced a learning trajectory that supports understanding the concept of circles from informal to formal form, which involves one activity of playing "gobak sodor," collecting data through observation and measurement, as well as interpreting data and observations. The results of the learning activities show that the series of activities carried out can help students understand the concept of circles.</p> 2024-01-31T00:00:00+08:00 Copyright (c) 2024 INOMATIKA Transformative Pedagogy: Investigating the Impact of Online Jigsaw Model on Motivation and Academic Achievement in High School Mathematics 2024-03-17T07:31:09+08:00 Rizka Aliya Mitayani [email protected] Naufal Ishartono [email protected] <p>Several earlier research investigated the use of Jigsaw to improve the quality of the online mathematics teaching-learning process. However, few studies have used the Jigsaw approach to improve the quality of online mathematics education, particularly in terms of motivation and learning results. To address this research gap, the goal is to outline the process of integrating the Jigsaw model in online learning and to demonstrate the importance of enhancing student motivation during the learning process. This study used the classroom action research approach, which involved 36 students from a high school in Central Java Province, Indonesia. The results of this investigation indicate that the application of Jigsaw can be done online using numerous procedures indicated in this study. Furthermore, the results indicate a considerable improvement in motivation and learning outcomes. The findings of this study are expected to serve as a reference for teachers on how to implement the Jigsaw model online.</p> 2024-01-31T00:00:00+08:00 Copyright (c) 2024 INOMATIKA Junior High School Students’ Geometry Ability Based on Van Hiele Level’s Thinking 2024-03-17T07:31:09+08:00 Prismadian Amalia Putri [email protected] Subanji [email protected] Santi Irawati [email protected] <p>Kemampuan memecahkan masalah dan berpikir logis siswa dapat ditumbuhkan dengan mempelajari Geometri. Namun, kenyataan di lapangan dan beberapa penelitian di Indonesia menunjukkan bahwa kemampuan berpikir geometris siswa SMP masih tergolong rendah. Penelitian ini bertujuan untuk mengkaji kemampuan berpikir geometris siswa SMP menurut Teori Van Hiele. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif, yang dilaksanakan di salahsatu SMP di Kabupaten Pringsewu dengan melibatkan 28 siswa kelas VIII. Subjek penelitian dipilih masing-masing satu siswa mewakili level 1, 2, 3, dan 4 Van Hiele. Pengumpulan data dilaksanakan dengan menggunakan tes pilihan ganda dan wawancara. Teknik analisis data dilaksanakan dengan tahap reduksi data, penyajian data, dan penarikan kesimpulan. Teknik originalitas data dilaksanakan dengan triangulasi di mana peneliti membandingkan data hasil tes dengan hasil wawancara siswa. Hasil penelitian menunjukkan bahwa siswa level 1 (28,57%) dapat mengenal dan menyebutkan nama bangun geometri secara visual; siswa level 2 (14,28%) dapat mempelajari bentuk-bentuk geometri dengan mengamati dan menyebutkan sifat-sifat bangun tersebut; siswa level 3 (7,14%) dapat membuat koneksi antara berbagai bentuk bangun geometri dan mendeteksi sifat umum dari bentuk geometri tertentu; siswa level 4 (3,57%) dapat membedakan dan membuat kesimpulan sederhana mengenai bentuk dan sifat bangun.</p> 2024-01-31T00:00:00+08:00 Copyright (c) 2024 INOMATIKA Ratio Material Learning Design Using the Context of Cooking Rice to Help Elementary Students Understand Concepts 2024-03-17T07:31:08+08:00 Filian Yunita Sari [email protected] Zulkardi [email protected] Ratu Ilma Indra Putri [email protected] Ely Susanti [email protected] Duano Sapta Nusantara [email protected] <p>Understanding concept is something that students need to have because the concepts in mathematics material are interconnected with each other. The purpose of this research is to determine the learning design of ratio material using the context of cooking rice which can help elementary school students understand the concept of ratio. Researchers designed student activity sheets using the context of cooking rice before conducting research. This design research was carried out on class VI students at one of SD Negeri in Belitang and was carried out in three stages, namely the preparing for the experiment, the design experiment, and retrospective analysis. Data collection through student activity sheets and interviews. Miles and Huberman techniques are used to analyze data which includes data reduction, data presentation, and data conclusion. The results showed that ratio material learning design using the context of cooking rice can help students understand the concepts of ratio. The learning track consists of four activities, namely (1) watching videos of cooking rice, (2) determining the relationship between the amount of rice and the amount of water in the process of cooking rice, (3) making a comparison table of the amount of rice and the amount of water needed to cook rice, (4) conclude the meaning of ratio based on the activity of cooking rice.</p> 2024-01-31T00:00:00+08:00 Copyright (c) 2024 INOMATIKA