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Inovasi Matematika (Inomatika)
Published by Universitas Muhammadiyah Bangka Belitung
ISSN : 26567431     EISSN : 26567245     DOI : https://doi.org/10.35438/inomatika
Core Subject : Education,
Mathematics
Jurnal Inovasi Matematika (INOMATIKA) merupakan jurnal Elektronik berisi hasil penelitian pada bidang matematika dan pendidikan matematika. Cakupan dan Ruang Lingkup Materi, meliputi: (1) Kurikulum Pendidikan Matematika, (2) Metode/Strategi Pendidikan Matematika, (3) Media Pembelajaran Matematika, (3) Pembelajaran Matematika Berbasis IT, (4) Soal PISA, (5) Penelitian Pengembangan, (6) Lesson Study pembelajaran matematika, (7) Realistik Mathematics Education, dan (8) Topik Lain yang Terkait dengan bidang matematika dan Pendidikan Matematika.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 119 Documents
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Improving Students' Interest in Mathematics Learning through Problem-Based Learning with Worked Examples and Interactive Quizzes on SPLDV Nur Fadila, Riza; Mahmudi, Ali; Rosnawati, Raden
Inovasi Matematika (INOMATIKA) Vol 8 No 1 (2026): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i1.551

Abstract

Low student interest in SPLDV remains a challenge in mathematics education, primarily due to the limited integration of ICT-based learning media, inadequate learning resources, and the predominance of conventional teaching approaches that minimize active student participation. This study aims to examine how the PBL model, supported by worked examples and interactive quizzes, enhances students' learning interest in SPLDV instruction. Employing a classroom action Research design, the study involved 31 eighth-grade students from one of MTs Negeri in Bantul during the 2024/2025 academic year. Data were collected using questionnaires and observation sheets measuring students’ learning interest. Descriptive statistical analysis was conducted to determine the percentage increase in learning interest across cycles, both overall and for each indicator. The findings reveal a significant improvement in students’ learning interest following the implementation of the PBL model supported by worked examples and interactive quizzes. This increase is derived from the average scores for learning interest, observation sheets, and positive student responses. Students demonstrated greater enthusiasm, attention, motivation, and improved learning outcomes. These results suggest that integrating interactive digital components and structured worked examples within the PBL framework provides an effective pedagogical innovation to foster students' mathematics learning interest and learning outcomes.
Learning Trajectory for Pre-Service Mathematics Teachers in Geometry through the Context of Bengkulu Conic-Section Batik Patterns Lestary, Ratnah; Kristiani, Febri; Merliza, Pika
Inovasi Matematika (INOMATIKA) Vol 8 No 1 (2026): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i1.556

Abstract

The understanding of analytic geometry is often hindered by its abstract presentation and its disconnection from local contexts familiar to students. Therefore, this study designed a learning trajectory using conic section batik patterns rooted in Bengkulu’s cultural context. This served as a consolidation phase in learning conic sections and geometric transformations. The study used a design research methodology with three phases: preliminary design, teaching experiment, and retrospective analysis. The participants were mathematics education students enrolled in an Analytic Geometry course. The findings showed that the resulting learning trajectory has three interconnected learning pathways: conceptual exploration, validation through practice, and applicative project work. These pathways illustrate a progression of understanding, moving from procedural toward relational, representational, and applicative thinking. The conic section batik–based learning approach helped students connect elements and general equations of conic sections with visual representations using GeoGebra. It allowed them to apply these concepts in contextual batik designs.
Development of E-Module Based on Guided Discovery on Polyhedron Material for Eighth Grade Nizar, Harisman; Umami, Anita; Fitrianti, Yuli
Inovasi Matematika (INOMATIKA) Vol 8 No 1 (2026): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i1.557

Abstract

E-Modules are a form of independent learning media designed to cover a specific topic or material. This study aims to develop Canva-based mathematics learning media on the material of flat-sided solid shapes with a guided discovery approach that has a level of validity, practicality, and potential effects on improving students' conceptual understanding. The type of research applied is design research with a development study type, using the Tessmer procedure which includes two main stages, namely the preliminary stage and the prototyping stage through a formative evaluation process, which consists of self-evaluation, one-to-one, expert reviews, small group, and field test. The material in the e-module is arranged based on guided discovery indicators, while the evaluation tool is developed referring to the conceptual understanding indicators. Data collection techniques include interviews, tests, validation sheets, and questionnaires. The research subjects are grade VIII junior high school students. The results of the study indicate that the developed learning media has met the valid criteria based on the results of expert validation, practicality according to the results of student response questionnaires, and has a potential effect in improving students' mathematical conceptual understanding abilities.
Effects of Problem-Based and Guided Inquiry Learning on Vocational Students’ Critical Thinking Skills Meilani, Rosa; Nurcahyo, Adi; Waluyo, Mohamad
Inovasi Matematika (INOMATIKA) Vol 8 No 1 (2026): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i1.563

Abstract

In the modern era, critical thinking is a key skill for success in both academic and professional contexts. This study investigates the critical thinking abilities of Vocational High School (SMK) students, which remain relatively low, as reflected in their difficulties solving contextual problems and presenting logical mathematical reasoning. The research aims to examine the effects of the Problem-Based Learning (PBL) and Guided Inquiry (GI) models on students’ critical thinking skills in learning circle geometry. Using a quasi-experimental design, the study involved 11th-grade students at SMK Negeri 1 Boyolali. Class XI MPLB 2 served as the experimental group using the PBL model, while Class XI PM 2 acted as the control group using the GI model. Data were collected through pre-tests, post-tests, and documentation, and analyzed using the independent samples t-test, normality test, and N-Gain test. The results showed a significant difference between the two groups: the PBL class achieved a higher average post-test score (60.91) than the GI class (43.28). The t-test results (t = 4.461, p < 0.05) confirmed that PBL was more effective than GI in improving students’ critical thinking skills, although both models produced outcomes in the low N-Gain category.
Android-Based Learning Media for Three-Dimensional Geometry : A Development Study Dewi Kartika Subekti; Ratu Ilma Indra Putri; Sugilar
Inovasi Matematika (INOMATIKA) Vol 8 No 1 (2026): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i1.565

Abstract

This study developed an Android-based mathematics learning media for three-dimensional geometry, focusing on distance concepts using Plomp’s (Plomp & Nieveen, 2013) educational design research framework. The development involved preliminary research and prototyping, including expert review, one-to-one evaluation (5 students), small group evaluation (10 students), and a field test with 30 twelfth-grade students in a one-case study. Data were collected through expert review, practicality questionnaires, classroom observations, interview, and pretest–posttest spatial assessments. The expert review confirmed the validity of the content, linguistic, instructional design, and instructional media communication aspects, while practicality evaluation showed that the media was easy to use and engaging. Field test results indicated positive trends in students’ spatial abilities, with improvements in spatial visualization (+32.22%), spatial relations (+15.11%), and spatial orientation (+12.78%), and a significant pretest–posttest difference (t(29) = 7.22, p < 0.001), which supported the media’s potential to scaffold spatial reasoning within the design research context. Although the normalized gain was modest (0.24), this result underscores the gradual nature of spatial development and provides formative input for design refinement. Two design principles were identified: (1) integrating interactive three-dimensional visualization to bridge iconic and abstract representations, and (2) implementing active scaffolding to connect visual intuition with precise mathematical procedures.
The Effectiveness of Situation-Based Learning Model on Mathematics Learning Outcomes: A Quasi-Experimental Study Nor Amalliyah
Inovasi Matematika (INOMATIKA) Vol 8 No 1 (2026): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i1.567

Abstract

Mathematics learning needs to be designed optimally to develop students' various mathematical skills, including the capacity to understand concepts, mathematical communication, connecting concepts with each other, logical reasoning, and mathematical problem solving. Student success cannot be separated from their learning experiences. A teacher is required to determine the right teaching strategy according to the content of the material to be taught. In this context, Situation-Based Learning (SBL) is a worthy alternative to consider. This research aims to identify the effectiveness of Situation-Based Learning in improving student learning outcomes. The research approach uses a quasi-experimental design with a non-equivalent control group involving grade students from Bustanul Hikmah Islamic Junior High School, Lamongan, who were randomly divided into two classes: the experimental group ( ) and the control group ( ). The effectiveness of Situation-Based Learning implementation is measured through quantitative data analysis using observation instruments and learning achievement tests. Data analysis techniques include descriptive statistics, assumption tests (Shapiro-Wilk and Levene), independent t-tests, and N-Gain to assess learning effectiveness. The findings show that implementing the Situation-Based Learning model has proven effective in improving student learning outcomes. The use of this learning model can foster student motivation throughout the learning process.
Representation of Mathematical Concepts in Alan Becker’s “Animation vs Math” Video: Semiotic Analysis Educational Hasan Fauzi; Nanang Nabhar Fakhri Auliya; Rizqona Maharani
Inovasi Matematika (INOMATIKA) Vol 8 No 1 (2026): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i1.569

Abstract

Difficulties in understanding mathematics are often caused by its abstract nature, exacerbated by learning methods that lack variety. The use of animated media offers a potential solution to facilitate abstract concepts through visualization. The purpose of this study is to analyze how Alan Becker's video “Animation vs. Math” represents mathematical concepts and to examine its relevance to the learning outcomes of mathematics in the Merdeka Curriculum. This study uses a descriptive qualitative approach with Charles Sanders Peirce's semiotic analysis method, which refers to sign analysis (index, icon, and symbol). Data were collected through visual observation and documentation in the form of screenshots. The analysis was conducted in four stages, namely: segment identification, semiotic analysis, interpretation of mathematical concepts, and analysis of meaning and educational implications triangulated with learning theory. The results of the analysis identified seven segments that represent mathematical concepts, including: numbers, addition, subtraction, multiplication, exponents, division, and circles. These findings were synthesized with Duval's register conversion theory, which shows continuous conversion between registers of representation and is aligned with Bruner's cognitive stages (enactive, iconic, symbolic) as a form of visual scaffolding. This visual representation is also relevant to the Learning Outcomes of the Merdeka Curriculum Phases A to F. Thus, this study contributes to enriching theoretical studies on the use of popular digital media as pedagogical tools in mathematics. As a development, future research is expected to implement the use of this video directly in classroom learning practices to empirically test its effectiveness on student learning outcomes, interest, and mathematical representation abilities.
Dynamical Analysis of Students’ Mathematics Anxiety Model with Social Support-Dependent Transition Rates Noraniza Bahrotul Ilmi; Diesty Hayuhantika; Rini Dwi Mardiyah
Inovasi Matematika (INOMATIKA) Vol 8 No 1 (2026): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i1.582

Abstract

A mathematical model of mathematics anxiety incorporating social support as a parameter influencing both the spread and recovery of anxiety among students has been constructed. Previous models focus on anxiety transmission and recovery. This model differs in that the social support parameter appears explicitly in the basic reproduction number . Higher levels of social support decrease by reducing anxiety transmission and supporting recovery. In the model, there are two equilibrium points: mathematics-anxiety-free equilibrium and mathematics-anxiety-endemic equilibrium. Mathematics-anxiety-free equilibrium locally asymtotically stable if whereas if mathematics-anxiety-endemic equilibrium is locally asymtotically stable. Numerical simulations indicate that increased social support reduces the number of anxious students ( ), while the numbers of potential students and achievers students increase. The research findings suggest that stengthening social support through peer tutoring, collaborative learning, and positive feedback from lecturers can effectively reduce students’ mathematics anxiety.
Challenge based on STEM-Context Learning Assisted by Role Playing Game: Analysis of Creative Thinking Skills on Self-Efficacy Sari, Laily Arfina; Ardiansyah, Adi Satrio; Zubaidah, Ida
Inovasi Matematika (INOMATIKA) Vol 8 No 1 (2026): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i1.584

Abstract

Creative thinking skills are essential skills that students need to possess in the 21st century. In reality, creative thinking skills of Indonesian students remain low. This is evidenced by the 2022 PISA results, in which Indonesia only scored 19 out of 60. This research aims to analyze the effectiveness of Challenge based on STEM-Context Learning assisted by RPG, analyze the influence of self-efficacy on creative thinking skills, and describe creative thinking skills in terms of self-efficacy. This research employed a mixed-method approach with a sequential explanatory design. The population of this study consisted of eighth-grade students at SMPN 41 Semarang. The research sample was class VIII B and VIII G which were selected through simple random sampling. The research subjects were six students were selected using a purposive sampling, consisting of two students from each self-efficacy category. The results revealed that Challenge based on STEM-Context Learning effectively improved creative thinking skills, and self-efficacy influenced on creative thinking skills by 47.7%. Based on the description of creative thinking skills in terms of self-efficacy, it was found that students with high self-efficacy were able to meet the indicators of fluency, flexibility, and novelty; students with moderate self-efficacy were only able to meet the indicators of fluency and flexibility; while students with low self-efficacy did not meet the indicators of fluency, flexibility, and novelty.

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