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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 132 Documents
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Adaptive Learning in Mathematics: A Case Study of Seventh-Grade Students Huri Suhendri; Supardi Uki Sajiman; Nani Wartini; Ade Wintarsih; Enok Nia Kurniasih; Mega Juliana Soleh; Yudi Barnas Komaruddyi
Jurnal Inovasi Matematika Vol. 8 No. 1 (2026): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i1.592

Abstract

This study aims to describe the implementation of adaptive learning in seventh-grade mathematics instruction at a public junior high school in Situraja, Sumedang Regency, and to analyze teachers’ roles in diagnosing students’ learning readiness, applying differentiated instruction, and providing feedback based on individual needs. This research employed a qualitative approach using a case study method. Research data were collected through classroom observations, interviews with teachers and students, and document analysis, including teaching modules, diagnostic assessment instruments, and student worksheets. The research instruments consisted of observation sheets, interview guides, and documentation guidelines. The findings indicate that adaptive learning was implemented through four main stages: initial diagnostic assessment to identify students’ learning readiness, student grouping based on readiness levels, differentiated learning activities using tiered tasks and collaborative work, and performance-based feedback focusing on conceptual understanding and improvement strategies. Teachers applied flexible grouping according to task complexity and students’ learning pace. Students’ responses to adaptive learning showed increased engagement, confidence, and understanding of mathematical concepts. These findings emphasize the importance of adaptive learning in accommodating diverse student learning characteristics at the junior high school level. This study offers a practical model of classroom-based adaptive learning applicable to schools with limited technological resources.
Mathematical Literacy Ability of Junior High School Students in Metro City Salma Nurjannah; Saiful Mahfud; Endah Wulantina; Putri Mega Aulia; Wishnu Aditya Mahendra; Khusnul Mafatir; Hana Umniyati
Jurnal Inovasi Matematika Vol. 8 No. 1 (2026): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i1.594

Abstract

International studies, such as PISA 2022, show that Indonesian students' mathematical literacy is still relatively low. This study aims to determine the mathematical literacy ability of junior high school students in Metro City using quantitative methods. The research sample consisted of 248 students from 9 public junior high schools, selected via cluster random sampling: one class per school. Data were collected through a mathematical literacy test consisting of five essay questions and analyzed according to the ability criteria of Ebel and Frisbie. The results showed that students' average mathematical literacy score was 7.78 out of a maximum ideal score of 20. Most students were in the low and very low ability categories, indicating that the level of mathematical literacy in Metro City remains low. When viewed by sub-domain, students' abilities in algebra and statistics were in the moderate category, their abilities in numbers were in the low category, and their abilities in geometry were in the very low category. These findings indicate the need for further efforts to improve students' mathematical literacy, especially in numbers and geometry.
The Influence of Multi-Discourse Representation Learning Model on Students’ Mathematical Representation and Communication Skills Nurma Izzati; Desi Listiyani
Jurnal Inovasi Matematika Vol. 8 No. 1 (2026): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i1.595

Abstract

Students often experience difficulties in representing mathematical concepts and communicating mathematical ideas clearly. This condition indicates that the learning model used needs to be reviewed and developed. This study aims to determine the effect of implementing the Discourse Multi-Representation (DMR) learning model on mathematical representation and mathematical communication abilities. The population was all class XI MA NU Putri Buntet Pesantren Cirebon. The sample was determined using the cluster random sampling method, consisting of two groups, namely the experimental and control classes. This study used a quasi-experimental design with a non-equivalent control group design. The research instrument was a test of mathematical representation and communication abilities arranged in the form of essay questions. The results of the t-test showed that for mathematical representation abilities there was no significant difference between the experimental and control classes. Conversely, for mathematical communication abilities, the use of the DMR model had an effect on students' mathematical communication abilities between the experimental and control classes.
Factors Influencing Teachers’ Intention to use Game-Based Learning in Secondary Mathematics Stephen Jhon C. Arellano; Jonny B. Pornel; Raphael V. Belleza; Aileen C. Chong
Jurnal Inovasi Matematika Vol. 8 No. 2 (2026): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/rxgpd234

Abstract

Games are increasingly used to enhance mathematics instruction and improve educational quality, as research shows they can boost student motivation and learning. However, effective implementation requires teachers to have adequate knowledge and pedagogical skills in game-based learning (GBL). This survey study investigated factors influencing secondary mathematics teachers’ intentions to use GBL. The study involved 47 secondary mathematics teachers from five public high schools in Kalibo, Aklan, Philippines, and examined their intentions, motivations, deterrents, needs, and skills related to GBL. Teachers’ intentions were measured using Likert scales assessing attitudes, subjective norms, and perceived behavioral control, while proficiency was also measured through Likert scales. Motivations, deterrents, and needs were gathered using open-ended questions. Results showed a high overall intention among teachers to use GBL. Key motivations included promoting fun, active learning, resource suitability, and interactive technology. Major deterrents were time constraints, lesson suitability issues, potential distractions, and student participation challenges. Teachers demonstrated high proficiency in GBL but expressed strong needs for further training in game design, professional development, and ICT skills. They also identified the need for financial, ICT, and game design support. Overall, teachers had positive attitudes toward GBL, along with strong subjective norms and perceived behavioral control. A significant difference in attitudes toward GBL was found when teachers were grouped by age. Finally, a predictive model showed that teachers’ attitudes and perceived behavioral control significantly influenced their intention to use GBL.
Integration of Parents’ Roles in Designing Fraction Didactic Designs Using DDR in Elementary Schools Entit Puspita; Yenyen Hendrayani; Siti Fatimah; Al Azhary Masta; Muhammad Taqiyuddin
Jurnal Inovasi Matematika Vol. 8 No. 2 (2026): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/bwgbk313

Abstract

This study explores the dynamics of parental involvement and the challenges in facilitating understanding of fraction concepts as an integral part of the prospective analysis phase within the Didactic Design Research (DDR) framework. The investigation focused on mapping the reality of home support that risks triggering secondary learning obstacles for students. Using a descriptive qualitative methodology, data were collected through testing and in-depth interviews with parents and elementary school teachers in Sukabumi Regency. The study results revealed two main obstacles: limited time due to professional workload and limited conceptual understanding of the mathematical material. The phenomenon in the field shows a tendency for parents to rely on learning patterns that emphasize mechanical memorization and procedural shortcuts, systematically reinforcing epistemological obstacles in children. These findings underscore the importance of formulating a didactic design that bridges classroom learning with practical guidance accessible to families. Synchronizing the identification of parental problems and the design of materials is a strategic foundation for realizing a learning model that is realistic, functional, and aligned between formal institutions and the home environment.
Critical Thinking Among Field-Dependent and Field-Independent Students in Solving Mathematical Problems Anton Adi Suryo Kusuma; Afifah Husna Karomah; Zohaib Hassan Sain
Jurnal Inovasi Matematika Vol. 8 No. 2 (2026): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i2.635

Abstract

This study aims to analyze the cognitive styles of field-dependent and field-independent students in solving mathematical problems. This study employed a descriptive qualitative approach. The participants consisted of 32 fifth-grade students who completed the GEFT. Based on the classification results, four students representing field-independent and field-dependent cognitive styles were purposively selected as the main research subjects for the critical thinking test and interviews. The research instruments consisted of the Group Embedded Figure Test (GEFT) questions, critical thinking test questions, and interview questionnaires. Data validity was established through methodological triangulation and source triangulation. This study concluded that students with a field-independent (FI) cognitive style consistently demonstrated all critical thinking indicators (focus, reason, inference, situation & clarification, overview) in numeracy problem-solving tasks, as demonstrated by sequential solution steps, written verification, and contextual conceptual definitions. Conversely, Students with a field-dependent (FD) cognitive style demonstrated strengths in contextual understanding but encountered difficulties in documenting reasoning and drawing conclusions.
Students’ Difficulties in Mathematical Proof Construction: A Multi-Dimensional Analysis of Meaning-Making, Representation, and Logical Reasoning Lathiful Anwar; Resyarusyda Parandrengi; Cholis Sa’dijah
Jurnal Inovasi Matematika Vol. 8 No. 2 (2026): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i2.636

Abstract

Mathematical proof construction is a fundamental component of advanced mathematical thinking, yet many students continue to experience difficulty in producing valid and coherent proofs. Previous studies have examined students’ proof difficulties in relation to conceptual understanding, logical reasoning, symbolic representation, or procedural errors. However, less attention has been given to how these dimensions interact during the early stage of proof construction, particularly when students interpret a statement, organize its logical structure, and decide how mathematical claims should be justified. This study addresses this gap by analyzing students’ difficulties in mathematicalG proof construction. The study analyzed the relationship between conceptual understanding, logical reasoning, and symbolic representation in this context. The research design, which was qualitative in nature, consisted of a written proof task and task-based interviews with 37 first-year undergraduate math students. Three representative cases were selected in a purposive manner to create a diversity of error types to analyze through the iterative qualitative design approach. Students’ difficulties were found to be multifaceted and originated in the interpretation, coding, and comprehension of the statement. Overall, students failed to decompose the statement to understand the logical relationship, which led to reasoning and/or argument fragmentation. The study identified problems with symbolic representation and lack of logic-based proof construction, instead favoring participants’ reliance on symbols, definition of variables, and notation. Besides these representation difficulties, the study also found a lack of metacognitive regulation. Many students were said to be confident in their solutions, despite many students’ proofs containing many contradictions. The study argued students’ difficulties in construction of proofs should be viewed as an epistemic structuring problem and as such, emphasized representation, reasoning, and justification. The study thus argued for ways to signpost more formal justification and reasoning in math proofs.
Kesulitan Berpikir Komputasional Siswa dalam Menyelesaikan Masalah Transformasi Geometri setelah Pembelajaran Berbasis Masalah Berbantuan GeoGebra Ruth Helen Simarmata; Esterlina; Fifi Dhafia Az Zahra
Jurnal Inovasi Matematika Vol. 8 No. 2 (2026): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/fvzhvf59

Abstract

Computational thinking is an important mathematical process in problem solving that encompasses the abilities to analyze situations, develop strategies, recognize patterns, and design systematic procedures. Understanding students’ computational thinking cannot be derived solely from overall scores but also requires an explanation of where their reasoning processes break down. This study aimed to diagnose students’ computational thinking difficulties, analyze how these difficulties interacted and propagated throughout the problem-solving process, and identify the reasoning mechanisms underlying the identified difficulty pathways after GeoGebra-assisted problem-based learning. This descriptive study employed quantitative and qualitative approaches and involved 34 Grade 11 students from a public senior high school in Palembang, Indonesia. Data were collected through three computational thinking test items, students’ written responses, classroom observations, and interviews. The test assessed four indicators: decomposition, pattern recognition, abstraction, and algorithmic thinking. Overall, 19 students, or 55.88%, were in the moderate category. Pattern recognition showed the highest achievement at 62.74%, followed by decomposition at 50.32% and abstraction at 49.34%, while algorithmic thinking was the lowest at 44.44%. Students’ difficulties included incomplete organization of information, failure to connect transformation types with appropriate matrices, inability to select relevant information, errors in operations, and weak result verification. The findings indicate that computational thinking indicators do not operate independently but function as interdependent processes, with matrix representation serving as a critical bridge between conceptual recognition and procedural execution. Practically, the findings provide a basis for diagnostic assessment and targeted remediation according to the source of difficulty, including problem structuring, matrix representation, procedural execution, and verification. This study contributes an indicator-based diagnosis of students’ computational thinking difficulties.
The Influence of Grit and Mathematical Connection Skills on Students' Mathematical Critical Thinking Nurma Izzati; Wildan Ahmad Nur Fauzan
Jurnal Inovasi Matematika Vol. 8 No. 2 (2026): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/gz2vjx54

Abstract

This study was designed to investigate the impact of grit and competence in mathematical connectivity on students' mathematical critical reasoning abilities, both separately and in combination. A quantitative approach through a correlational survey was applied in this study. The respondents of this study were all eighth-grade students at MTs N 1 Kuningan, of which 25 students were selected as samples through a purposive sampling technique. The measuring instruments used included a questionnaire on grit, a test instrument to evaluate mathematical connection competence, and a test instrument to measure mathematical critical thinking capabilities. All instruments have undergone validity and reliability tests, and meet the standards of suitability for use. Data analysis was conducted using multiple linear regression techniques, preceded by analysis prerequisite tests including normality, multicollinearity, and heteroscedasticity tests, where all assumptions were met. The research findings show that individually, grit has a significance value of 0.834 (p>0.05) and mathematical connection ability has a significance value of 0.591 (p>0.05), which means that both variables do not have a major impact on mathematical ability. Simultaneously, the ANOVA test results obtained an F value = 0.247 with a significance of 0.784 (p>0.05), which indicates that the regression model is not significant. The R Square value of 0.022 indicates that only 2.2% of the variation in mathematical critical thinking ability can be attributed to grit and mathematical connection ability, while 97.8% is influenced by other factors outside the study. Thus, the research hypothesis is rejected. This study indicates that grit and mathematical connection skills were not proven to be significant predictors of students' mathematical critical thinking skills in the context of the sample studied. The researchers recommend that future research use a larger sample size and incorporate other variables such as learning motivation, learning independence, or self-efficacy.
Desain Komik Matematika Digital Berbasis Budaya berorientasi Literasi dan Resiliensi Matematis Pika Merliza; Uke Ralmugiz; Anwaril Hamidy; Selvi Loviana; Ahmad Rizal Rifa'i; Mahfud Syaiful
Jurnal Inovasi Matematika Vol. 8 No. 2 (2026): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/x9rx0v22

Abstract

Mathematical literacy is an essential competency for students in the 21st century. However, international assessments indicate that Indonesian students’ mathematical literacy remains low, accompanied by limited learning resilience. In response to this issue, culturally contextualized digital learning media are considered relevant to support mathematics learning. This study aims to develop and evaluate the validity and practicality of digital mathematics comics based on cultural contexts, oriented toward mathematical literacy and learning resilience. The study employed a research and development (R&D) approach adapted from the 4-D model, limited to the define, design, and develop stages. Data were analyzed descriptively based on expert validation and user responses. The results showed that the media expert validation score averaged 80.05, categorized as very valid, while the material expert validation score reached 93.33, also categorized as very valid. In addition, the group trial produced an average score of 78.07, categorized as practical, and the teacher’s response score averaged 81.56, categorized as very practical. These findings indicate that the developed digital mathematics comics meet the criteria of validity and practicality.  

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