INOMATIKA
https://inomatika.unmuhbabel.ac.id/index.php/inomatika
<pre>Title : Inovasi Matematika (Inomatika)<br>Website : <a title="Website-Inomatika" href="https://inomatika.stkipmbb.ac.id/index.php/inomatika">https://inomatika.stkipmbb.ac.id/index.php/inomatika</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="https://inomatika.stkipmbb.ac.id/index.php/inomatika/oai">https://inomatika.stkipmbb.ac.id/index.php/inomatika/oai</a></pre>Pendidikan Matematika Universitas Muhammadiyah Bangka Belitungen-USINOMATIKA2656-7431Analysis of Students' Error In Solving Probability Problem: A Case Study In Guangxi
https://inomatika.unmuhbabel.ac.id/index.php/inomatika/article/view/238
<p>This research analyzes the types and reasons of students' mistakes in solving probability and the analysis statistics problems by qualitative research method. The subjects were 20 senior High school students from a senior high school in Guangxi, China. The data were collected through the student diagnostic test. The students' answers were analyzed by using O'Connel's analysis. The results show that the proportion of misunderstood problems is 48.18% at the largest proportion, and the proportion of computational errors is next, accounting for 36.36%. The proportion of procedural errors is the least, accounting for 15.45%. As we all know, there are many reasons for the above mistakes., so teachers can find some solutions to overcome these mistakes.</p>Yuxian HuangYing ZhouYong Li
Copyright (c) 2021 INOMATIKA
2021-01-282021-01-283111510.35438/inomatika.v3i1.238Pendekatan Realistic Mathematics Education Pada Materi Bentuk Aljabar
https://inomatika.unmuhbabel.ac.id/index.php/inomatika/article/view/239
<p>Realistic Mathematics Education (RME) is a learning approach that links mathematics with real-world contexts, making it easier for students to solve mathematical problems. This study aimed to describe student activities, learning outcomes, and student responses by implementing RME in junior high school students. The method used was descriptive quantitative. This research was conducted in class VII SMPN 1 Wonoayu, Sidoarjo. The method used was the method of observation, tests, and questionnaires. Instruments in the form of student activity observation sheets, learning outcomes tests, and response questionnaires. The observations showed that the student activity was in a suitable category, reaching 79.46%. The percentage of classical completeness of learning outcomes through the implementation of RME was 84.37%, so it was classically good. Student responses obtained positive results with a percentage of 91.01% classically, so it was categorized as very positive.</p>Moh Syukron MaftuhVia Yustitia
Copyright (c) 2021 INOMATIKA
2021-01-302021-01-3031162610.35438/inomatika.v3i1.239Facilitating Students’ Multiple Intelligences through RME: A Learning Trajectory of Volume and Surface Area Measurement
https://inomatika.unmuhbabel.ac.id/index.php/inomatika/article/view/248
<p>This is a design research which aims to describe the learning trajectory of volume and surface area of rectangular prism by considering the involvement of the multiple intelligences-based activities within the realistic mathematics education (RME) learning activity. A total of 39 students of grade five at an elementary school in Sidoarjo, Indonesia were involved in teaching experiment phase. By collecting data through documentation, interviews, and classroom observations, the Hypothetical Learning Trajectory which was developed in pilot experiment was then revised to get a revised learning trajectory reported in this paper. Such a revised learning trajectory are the learning activities around drawing the nets of cube and cuboids through rolling activity, comparing surface are and volume of two models with different sizes, finding surface area using the constructed nets, building miniature buildings using cube unit model, predicting the number cube units in a box, constructing various models of cuboids to various sizes using particular number of cube units, rearranging a number of cube units arrangements with different layers to get different volume and surface area, and comparing the volumes of two rectangular prism made from the same rectangular model of paper. Lastly, at the ‘formal level’ students developed their informal knowledge into formal concepts of volume and surface area of rectangular prism, which in this case is cuboid and cube.</p>Ahmad Wachidul KoharAchmad Dhany FachruddinSoffil Widadah
Copyright (c) 2021 INOMATIKA
2021-01-302021-01-3031275010.35438/inomatika.v3i1.248Kesalahan Pemahaman Konsep Peserta Didik dalam Menyelesaikan Soal-Soal Integral Lipat Dua pada Koordinat Polar
https://inomatika.unmuhbabel.ac.id/index.php/inomatika/article/view/226
<p>This research was a qualitative descriptive study to analyze the misunderstanding of students' concepts in solving two fold integral problems on polar coordinates. The 30 students who took the multivariable calculus course became the subjects in this study. Data were collected using tests and documentation. The results of the student's test answers and the documentation of students answers were corrected, analyzed based on indicators of conceptual understanding and data displayed. Analysis of students' answer errors based on indicators of concept understanding, namely (1) restating the integral concept. (2) representing the concept in other forms, (3) selecting and using procedures and (4) using problem solving concepts and algorithms. In restating the integral concept, students directly use the upper and lower limits of integration without writing down the integration results first. The mistake of representing the function to the graph is that the function is immediately sketched without creating a table, plotting points and creating curves. Errors in selecting and using procedures and using problem solving algorithms are due to students' lack of prior knowledge of prerequisite materials, namely trigonometric integrals and trigonometric functions.</p> <p><em> </em></p>Rahma Siska UtariLiana SeptyLusinda Hutauruk
Copyright (c) 2021 INOMATIKA
2021-01-302021-01-3031516110.35438/inomatika.v3i1.226Kemampuan Pemecahan Masalah Matematika Berdasarkan Self Efficacy
https://inomatika.unmuhbabel.ac.id/index.php/inomatika/article/view/210
<p>Problem solving ability is a rule or sequen carried out by students in solving a problem, problem, or task that is carried out in a directed manner to find a specific problem. Self-efficacy is the belief that someone has in solving a problem to get results that are as expected. This article discusses the ability to solve math problems based on the level of self-efficacy that students have, namely high, medium, and low. The purpose of this article is to determine students' problem solving abilities based on self-efficacy in solving problem solving problems. This research is an exploratory research with a systematic literature review research model. Based on some of the data that was extracted, the results of the research on the ability to solve math problems at the Polya stage showed that students at the SMP and SMA levels were superior at the problem understanding stage with an average percentage of 75.6 and 73.7. Meanwhile, the self-efficacy of junior high and high school students is at a moderate level with an average percentage of 73.1 and 65.1. The results also stated that the higher the self-efficacy, the better the students' mathematical problem solving abilities.</p>Nur Awayna SantosoEndang SupraptiFebriana Kristanti
Copyright (c) 2021 INOMATIKA
2021-01-302021-01-3031627310.35438/inomatika.v3i1.210