<![CDATA[Flexibility is a crucial component of statistical reasoning, as it enables students to interpret data using multiple representations and adapt problem-solving strategies in different contexts. However, many pre-service teachers still demonstrate limited flexibility when learning basic statistics, often relying on procedural calculations rather than conceptual understanding. This study aims to develop a Project-Based Learning (PBL)-based instructional device integrated with the Palembang culinary context to support pre-service teachers’ flexibility in learning statistics. This study employed a Research and Development approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The participants were pre-service mathematics teachers enrolled in a basic statistics course at a university in Indonesia. The developed learning tools consisted of Student Activity Sheets (LAM) and evaluation tasks supported by the Jamovi statistical application. Flexibility was operationally defined as the ability to use multiple representations, apply different solution strategies, and adapt statistical reasoning when analyzing data. The instruments included expert validation sheets, student response questionnaires, and a flexibility test developed based on representational, strategic, and conceptual indicators. The validation results obtained an average score of 86 (very valid), the practicality test reached 85.2 (very practical), and the field test showed an average flexibility score of 72.7 (good category). These results indicate that the developed instructional device is valid, practical, and effective. The novelty of this study lies in integrating project-based learning, culturally relevant culinary data, and Jamovi-assisted statistical analysis to foster flexible statistical thinking among pre-service teachers.]]>
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