INOMATIKA <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> Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung en-US INOMATIKA 2656-7431 Development of Statistical Literacy Questions for Prospective Mathematics Teachers <p>Statistical literacy was one of the important abilities that must be possessed by prospective mathematics teachers in the era of society 5.0. This research was qualitative descriptive to develop statistical literacy questions for prospective mathematics teachers using indicators of the five bases of statistical literacy and PMRI principles. The questions were developed using a design research type of development study to see the validity and practicality of the questions. The research stages included the preliminary stage, and the prototyping stage (self-evaluation, expert review, one-to-one, and small group). As many as 13 prospective mathematics teachers participated in this study, in the one-to-one stage and the small group stage. Data were collected through walkthroughs, observations, interviews, and video recordings. Data were analyzed qualitatively to describe the results of each stage. The results showed that the statistical literacy questions developed were valid and practical. Validity was shown from the expert review stage which validates the content, construct and language aspects used in the questions. Practicality can be seen from the one-to-one and small group stages where students can work on the questions given. Further research was needed using more subjects to see the potential effects that emerge from this study.</p> Rahma Siska Utari Zulkardi Zulkardi Ratu Ilma Indra Putri Ely Susanti Copyright (c) 2023 INOMATIKA 2023-01-26 2023-01-26 5 1 1 15 10.35438/inomatika.v5i1.367 The Effect of Blended Learning Type of Flipped Classroom on Mathematical Problem Solving Ability in Solid Figures Topic <p>This study aimed to find out the ability to solve math problems in solid figures topic before flipped classroom type blended learning was applied to grade IX students of SMPN 2 Sokaraja in the 2019/2020 school year and to know the influence of flipped classroom type blended learning on the problem-solving skills of solid figures topic in Grade IX of SMPN 2 Sokaraja in the 2019/2020 school year.</p> <p>By looking at the objectives, statistical testing was conducted to test the effectiveness formulated in the research hypothesis. To test the significance of mean differences over two different groups due to the use of multiple treatments on an independent variable can be done with a parametric statistical test using the -t-test. Before conducting parametric statistical tests, the data we obtained must fulfill the requirements of conducting tests with parametric tests including, normal and homogeneous distribution. If the data meets the requirements of a hypothesis test with a parametric test, but if it does not meet the requirements then the hypothesis test is conducted with a non-parametric test.</p> <p>The previous analysis resulted that the problem-solving skills of students taught with a blended learning model flipped classroom type are better than conventional learning models. Descriptively, when viewed from the average score of overall math problem-solving skills for students taught with a blended learning model flipped classroom type was 44.22, while those taught with conventional models was 38.17.</p> <p>From the average of each level of math problem-solving ability, the one taught with a blended learning model flipped classroom type was 4.42 and the one taught with conventional learning model was 3.82. It was explained, that the model of learning blended learning type flipped classroom was very influential on the ability to understand problems, the ability to plan solutions, the ability to complete, and the ability to re-examine the results of work</p> Ahmad Ahmad Lukmanul Akhsani Copyright (c) 2023 INOMATIKA 2023-01-30 2023-01-30 5 1 16 27 10.35438/inomatika.v5i1.352 Development of Ethnomathematics-Based Questions on Relations and Functions <p>Mathematics learning is expected to be linked to culture, known as Ethnomathematics. Although ethnomathematics-based teaching materials can be found in modules and worksheets, there are few ethnomathematics-based questions on the specific material, particularly relations and functions. This research aims to generate valid and practical ethnomathematics questions for the material on relationships and functions. Tjeerd Plomp's research and development methodology was used in this study, which consists of three stages: preliminary research, prototyping, and assessment. The participants in this study were eighth-grade Islamic junior high school students. This study's instruments included interview sheets, questionnaires, and tests. The validity and practicality of the product are the product's evaluation criteria for development. The validators declared the questions valid based on a validity criterion greater than 0.9 based on the validation. As a result, the questions are valid regarding content, language, and culture. Furthermore, the analysis demonstrates that the questions developed meet practical criteria. The student practicality questionnaire data analysis revealed that each indicator's percentage ranged between 82.14% and 92.8%.</p> Astuti Astuti Hasnah Faizah M.Nur Mustafa Elmustian Elmustian Hemandra Hemandra Copyright (c) 2023 INOMATIKA 2023-01-30 2023-01-30 5 1 28 46 10.35438/inomatika.v5i1.342 Kesulitan Siswa Menyelesaikan Soal Matematika Model Open-Ended <p>This research is a qualitative descriptive research that aims to find out what factors influence students' difficulties in solving non-routine questions, in this case the researcher uses open-ended questions that have been previously developed by researchers, so they are valid, practical, and have potential effect. The researcher raised this theme because non-routine questions can train students' mathematical abilities. The research procedures carried out in this study included 3 stages, namely preparation, implementation, and data analysis. The research subjects were class VIII students at one of the junior high schools in Belitang, totaling 31 students. Data collection is done by observation, interviews, and tests. Learning process data were collected by observation, while interviews were used to find out more in-depth and directly about students' difficulties in solving non-routine questions. Then the test is used to determine the ability of students to solve non-routine questions. Data were analyzed using qualitative descriptive analysis. Based on observation and interview data, it was found that there were several factors that students experienced difficulties in solving non-routine questions, including that students had never worked on non-routine questions during the learning process in class, and also that the books used by the teacher only contained routine questions. . Relevant to the above, the results obtained through the test are that students' ability to solve non-routine questions is still not good, that is, 58.07% of students get poor grades, 19.35% get pretty good grades, and only 22 .58% of students who get good grades. With this research, it is hoped that in the future the teachers will provide a lot of non-routine questions in class, so that students' mathematical abilities can be trained properly.</p> Henry Kurniawan Mewa Zabeta Krisno Budi Prasetyo Copyright (c) 2023 INOMATIKA 2023-01-31 2023-01-31 5 1 47 57 10.35438/inomatika.v5i1.350 Pengembangan Perangkat Pembelajaran Materi Himpunan Berbasis PJBL Terintegrasi STEM-JAS Untuk Meningkatkan Keterampilan Berpikir Kreatif <p>This study aims to describe the process and results of developing STEM-JAS integrated PjBL-based learning tools to improve students’ creative thinking ability in the set material. This research is a development research with a Plomp development model consisting of the initial investigation phase, design phase, construction/realization phase, as well as test, evaluation, and revision phases. Learning tools developed in the form of Teaching Modules and Project Worksheets on set materials with STEM-JAS integrated project learning designs. Data collection techniques are carried out using validation sheets to determine the validity of the learning devices tested on validators. &nbsp;The use of pre-test and post-test sheets is used to measure the effectiveness related to students' creative thinking ability in the set material. In addition, student response sheets are also used to find out the practicality of the learning tools that have been developed. The results of data analysis obtained that the learning tool obtained a validity criterion of 92.5% for the Project Worksheet while 91.25% for the validity of the Teaching Module and each of them was classified as very valid. For the effectiveness criteria, an n-gain of 0.7512 was obtained in limited trials and 0.71 in class trials and each obtained a high effectiveness criterion. Learning tools with very practical criteria implemented with an average student response gain of 85% and 84% for project learning design.</p> Adinda Salshabilla Yudha Helen Novi Antika Erina Ellen Rusmana Ahmad Wachidul Kohar Copyright (c) 2023 INOMATIKA 2023-01-31 2023-01-31 5 1 58 76 10.35438/inomatika.v5i1.360