Delta-Phi: Jurnal Pendidikan Matematika, vol. 1 (1), pp. 77-85, 2023 Received 15 Feb 2023 / Published 30 Apr 2023 https://doi.org/10.61650/dpjpm.v1i1.120 Functional Inverse Material Description Test: Development of Islamic Integrated Communication Ability Instruments Alfi Rahma Nisfi Laila 1, Yus Mochamad Cholily 2, Mohammad Syaifuddin 3, Wiwit Kurniawati 4, and Anisur Rahman 5 1. Universitas Muhammadiyah Malang, Malang, Indonesia 2. Universitas Muhammadiyah Malang, Malang, Indonesia 3. Universitas Muhammadiyah Malang, Malang, Indonesia 4. SMK Raden Rahmat Mojosari, Mojokerto, Indonesia 5. Dhaka University, Shahbag, Bangladesh E-mail correspondence to: yus@umm.ac.id Abstract regarding student achievement (Ramadhani et al., 2021), preparation and development of assessment instruments, as well as the processing Assessment activities are crucial to measuring learning success in the of assessment results (Mustakim et al., 2023; Syaifuddin et al., 2022; school system. Assessment can be used to improve education where Vedianty et al., 2023). The assessment will be correct on target if it uses teachers incorporate Islamic beliefs. This study explains how to create a a quality instrument in terms of the aspects of validity, reliability (Kamid religiously-integrated mathematical communication skills test. This is et al., 2020), discriminating power (Otgonbaatar, 2021), and the variety ADDIE model development research. The research was tested at a of item difficulties (Perdana et al., 2021). If the process has been carried Tulungagung Madrasah Aliyah. The data-gathering method solves ten out and the results are good, the assessment instrument can be trusted inverse function math questions using a description test. Data analysis uses and is on target to measure students' mathematical abilities. strength, reliability, validity, and difficulty. This study found that the social essay exam instrument analyses high school students' mathematics The assessment to measure integrated mathematics ability means communication skills and Islamic beliefs, with 7 items valid and reliable and that learning mathematics can connect mathematics with other sciences 3 items removed. This study found that the Islamic integrated (Choirudin et al., 2021), be it the integration of religion (Asikainen et al., mathematical communication ability test is valid, reliable, discriminatory, 2022), culture (Agustiya et al., 2017), politics (Daryanti et al., 2020) cs, or and somewhat demanding. others. The integration of mathematics is not forced, but mathematics is Keywords: Communication Ability; Description Test; Islamic contextualized in other studies, which, in the context of Islamic Integration. mathematics, are part of life based on religious values that exist and are written. The abilities expected by students after studying mathematics are not only practical abilities students can solve problems correctly or Introduction still improve (Meirbekov et al., 2022), but more than that, they are expected to be able to apply them in their daily activities (Lou et al., Assessment is integral to school learning activities (Qomariyah et 2016). which can be in the form of communication skills, thinking, or al., 2023; Wanzer, 2021; Yahya et al., 2021). The purpose of the Islamic mathematical values (Muhammad, Angraini, et al., 2023; Rosyid assessment is to find out whether the learning activities are effective et al., 2023; Triono et al., 2023) they get indirectly (Darmayanti, Utomo, (Deriu et al., 2021; Hung & Wang, 2021) or not. In addition, the et al., 2023; Sugianto et al., 2023). If we examine it more deeply, assessment also helps teachers to determine the level of development mathematics is not only for mathematics but the integration of of their students' abilities in cognitive, affective (Utomo et al., 2020), mathematics with other substances between subjects and the Qur'an and psychomotor aspects (Hazarianti et al., 2016). As a teacher and (Hasbullah et al., 2019; Sah RWA et al., 2022). teacher students, you must understand the procedure for conducting assessments. The assessment activity begins with data collection © 2023 Laila et al (s). This is an open-access article licensed under the Creative Commons Attribution License 4.0. (http://creativecommons.org/licenses/by/4.0/). Laila et al.: Functional Inverse Material... Delta-Phi: Jurnal Pendidikan Matematika, 1 (1), 77-85, 2023 This perspective will encourage students to think about inverse. Religion is unrelated to the idea that pupils should not learn understanding and then interpreting the nature of learning math. Most students live in boarding schools where most activities are mathematics. By understanding and interpreting this nature, students Islamic. Therefore, they do not think math is important. This discourages indirectly learn mathematics, which indirectly accompanies the students from learning well. Assignments and arithmetic problems make interpretation of the Qur'an, which is applied in everyday life (Baidowi kids less able to put down what they know and analyze pictures. Most et al., 2021; Rochmah & Majid, 2020; Surur & Pujilestari, 2021). The students struggle to write out their solutions in mathematical language. comprehensive view of the Qur'an implies the concept of tafakkur Students who took the mathematics eye had trouble perceiving (In’am et al., 2023; Laila et al., 2022; Suriyadi et al., 2021), which is seen mathematical ideas in visuals or mathematical models of lecture topics. as very important in every creative thought for the advancement of The solution technique or answers are also poor while arguing or civilization in all aspects of life. One of them is by integrating explaining concepts. mathematical assessment with the values of the Koran, which Nayazik Arie (2017) also found that prospective mathematics emphasizes the development of mathematical communication. teacher students' written communication showed low mathematical Mathematical communication skills can change students' communication skills. Even with story questions, kids had trouble solving perspectives on mathematics (Rachmawati et al., 2023; Suharsiwi et al., them and constructing models. Mathematics. A test instrument, 2023; Yuniwati et al., 2024). This is possible if prospective mathematics including written communication questions, was created to measure teachers describe mathematics reasonably (Darmayanti, Hidayat, et al., students' mathematical communication skills. According to Teledahl 2023; Rizki et al., 2023; Triono et al., 2023). According to Widjajanti (2016), written communication has traditionally been employed to Wahyudin (2010), students' misconceptions about mathematics are assess mathematical understanding. Questions that improve pupils' influenced by their experiences in learning mathematics. Thus, how the Islamic-based communication abilities are scarce. This study designed a mathematics teacher communicates concepts, structures, theorems, or mathematical communication ability test to assess students' mathematical formulas to students will affect students' descriptions of mathematical communication abilities' integration with Islamic beliefs. mathematics (Baskoro et al., 2006; Darmayanti, 2023; Wicaksono et al., The created test instrument can also include questions, notably for 2020). Son (2015) revealed that mathematical communication skills are inverse function material. essential for a mathematics teacher as a facilitator and mediator in learning. Teachers can change the view of mathematics that is difficult Research Method and very abstract for students with the right way of delivery. Therefore, This study was done in January 2022. According to Branch (2009), prospective mathematics teachers must be able to take advantage of this research used the R&D process with the ADDIE model. This the time in college to practice their mathematical communication skills paradigm has five development steps: analysis, research, information both orally and in writing. collecting, planning and early product development (design), and Results of MA math teacher interviews Darul Hikmah Tulungagung development. The final steps include field trials, main product revisions, found that class XI math students had poor mathematical important field trials, operational product modifications (evolving), and communication abilities, notably in inverse function material. Inverse evaluations. However, this research merely took three steps: function information is hard to express for students. Students struggle development. These steps flow as shown in Figure 1 (Astutik et al., when asked to discover the beginning function of a given function's 2022). Essay Test Analyze Design Develop Instrument Figure 1. Development of an integrated mathematics communication skills instrument with Islamic values using the ADDIE model theory (Karim et al., 2021). The development of an integrated mathematical the Exploration plot design described in Figure. communication ability test instrument with Islamic values is described by Design • Study of literature • Making Test • Need Questions • Students, matter • Preparation of test • Validation of test grids questions • Formulate Learning Objectives Analysis Develop Figure 2. Flowchart of the Development Stages of the Mathematical Communication Ability Test Instrument integrated with Islamic values Figure 2 displays the ADDIE model's stages in Baranch's theory interview students to analyze needs, student analysis, and material of development flow. Step one is analysis. First, a literature search is analysis connected to their mathematical communication issues. This conducted to find and read articles about mathematical follows the works (Darmayanti et al., 2022; Inganah et al., 2023; Rizki communication skills and Islamic values related to inverse function et al., 2022). Step two is design. This stage involves instrument material in international and national journals. Then, observe and design. Using a material inverse function grid, the instrument 79 Laila et al.: Functional Inverse Material... Delta-Phi: Jurnal Pendidikan Matematika, 1 (1), 77-85, 2023 integrates and indexes mathematical communication skills. After coefficient. Test reliability was calculated using Cronbach's alpha. The design comes development; this stage involves question and content confidence coefficient test, selectivity, difficulty, and category-based verification to develop Islamic-valued mathematics communication correlation coefficient interpretation (Suherman, 2003). questions (Ats-Tsauri et al., 2021; Ningtyas et al., 2023; Putri et al., 2023). Face validity depends on the clarity of language, expression, Result and Discussion picture, symbol, and illustration exam questions. The magnitudes, Developing an integrated mathematical communication criteria, and Islamic values should be considered when validating the ability instrument for Islamic values refers to the sequence of stages requested content (Al-Hanifah et al., 2023; Inganah et al., 2018). Six of the ADDIE model theory. The detailed steps in developing the people were validated: one mathematics lecturer, two teachers, two instrument are described as follows. mathematics education practitioners, and one Islamic religion instructor. The draught is changed based on validator feedback. 1. Analysis Revised tools were tested on students to assess question efficacy, At this stage, the first step taken is a preliminary study. dependability, discriminating power, and complexity. Conduct literature studies, interviews, and unstructured The visual and content validity scoring criteria are 1 for valid observations to determine what obstacles occur in the field. Next, and 0 for invalid. After determining the score, use Cochrane's Her Q start by gathering references to solve the math communication test with alpha = 5% to analyze the validator's results. Test items are ability test. Analyzing the material needs of integrating Islamic valid or understood as a weighing tool if the calculation significance values, the suitability of indicators on the material and values is more than alpha = 5%. Tools validated by many validators were contained in the Qur'an. Researchers can use the results obtained to evaluated. The test subjects in this study were selected using help design integrated mathematical communication problem purposive sampling, a non-probability sample with specific instruments as a guide. Based on this, in this study, the material identification criteria. The research subjects were 30 class X pupils. integrated with Islamic values in context, subject, and material is Researchers examined test data to assess item efficacy, reliability, inverse function material, as shown in Table 1. discriminating power, and complexity. The correlation coefficient between the item and overall scores assesses item efficiency. Pearson product-moment correlation calculates the correlation Table 1. Integrated Mathematical Content of Islamic Values Content Material Context of Material Inverse of Integrated Mathematical Functions Videos Definition of QS Al-Ankabut: 57 Inverse Based on this verse, the researcher integrates the inverse function into the material content. Question Mathematical QS Al-Isra': 7 problems This proverb inspires Zidan to do good and help others constantly. Zidan started his determination related to by uploading a YouTube video on Islam to help others. Suppose Zidan's video benefits 50x + 100 inverse persons, where x is the number of videos. To help 1000 individuals, Zidan needs how many videos? functions Application Stages or Prayers Entering and Exiting the Mosque: Made the basis for illustrating an example in everyday in steps in and life everyday out of the life mosque Videos An example QS Al-A'raf: 26 of an inverse Capitalize on knowledge from verses Through QS Al-A'raf: 26, Allah SWT orders us to cover our function genitals. Based on that, the researcher created a question with the content of opening a hijab or hijab business tailored to broadcast Islamic law if a tailor can make f (x) with x meters of material. questions to assess students' mathematical communication abilities 2. Designing and attainment of learning objectives, then choose learning Second, design the product. This project designs a grid of strategies and materials. Table 3 shows the instrument grid for integrated mathematical communication ability instruments to integrated mathematical communication skill description questions. establish specialized and universal learning objectives. Organise Table 3. Grid of Mathematical Communication Ability Instruments Integrated with Islamic Values Component Information Question item Describing written text, mathematical Students can write down the problems 1, 2, 3, 4, 5, 6, ideas, situations, and relationships in they know and ask questions appropriately 7, 8, 9, 10 writing 80 Laila et al.: Functional Inverse Material... Delta-Phi: Jurnal Pendidikan Matematika, 1 (1), 77-85, 2023 Component Information Question item Drawing Explaining mathematical Students can present ideas, situations, or concepts in visual form (pictures, solutions to mathematical problems tables, or diagrams) through clear and precise pictures. Description of ideas, problems, Students can use mathematical models situations, pictures, or natural objects entirely and accurately to express ideas using mathematical expressions, and problem situations. symbols, models, or mathematical Students can use mathematical symbols to expressions: express ideas appropriately. Steps The instrument (description test) developed consists of communication skills and assessment instructions. The instrument's test indicators, questions, and evaluation tables. The four steps are design, which describes the integrated mathematical communication curriculum analysis, material analysis, student analysis, and problem ability that has been completed more or less, can be seen in Figure 4. design. a) The goal of curriculum analysis is to discover challenges in establishing a test of mathematical communication abilities. The research examined MA Darul Hikmah Tulungagung's 2013 curriculum. Learning Analysis uses face-to-face learning. Researchers will analyze first-semester XI class pupils to teach first-year students about inverse functions. Every class has 35 students. All class XI students have 6 classes with 210 students. Researchers chose 35 pupils for specific reasons (limited trial). Unstructured interviews with students revealed that semester Figure 4. Question design presentation showing integrated 1 students' mathematics communication abilities had never mathematical communication skills. been thoroughly investigated because they were new students migrating from class X. The validator then checks the question design. The validation included facial and content validation. Editorial changes were made b) Material Analysis identifies key concepts for building an based on validator concerns. Q-Cochran analysis analyzes the integrated math communication test. Curriculum analysis validator's flaws' effects. revealed that the research content is from the 2013 odd semester curriculum. Select "Inverse function." Figure 3 shows The content validity test score on Asym. Sig is 0.813. The Q- the required capabilities and achievement markers. Qochran test score of 0.813 is much higher than α = 0.05. These results indicate that each validator equally treats the integrated mathematical communication skills instrument's content validity. The advance validation test score on the Asym.sig statistic is 0.425 in Table five. The Q-Qochran test score of 0.425 is more significant than α = 0.05. These results indicate that each validator pays equal attention to the face validity of the integrated mathematical communication ability-solving instrument (Padulo et al., 2020). The results show that the instrument of students' mathematical communication abilities in three-dimensional material is valid for advanced and content material. The tool should be tested on many students who followed the Figure 3. KD dan Indikator yang ingin dicapai pada materi three-dimensional material. Thirty-five students were tested. Scoring invers fungsi guidelines are used to correct and arrange student solution sheets. 3. Develop Table five lists assessment instructions. The third stage is product development. From the research aa results, ten instrument designs describe integrated mathematical Table 5. Instructions for Assessment of Mathematical Communication Ability Ability Test Instruments Aspect Indicator Sub indicators Score Integrated Describing written Students can seriously describe written texts, mathematical ideas, situations, 4 Mathematics text, and relationships in writing, find out what is known, and ask about the problem communicati mathematical with the correct final answer. on skills. ideas, situations, Students can describe written texts, mathematical ideas, situations, and 3 and relationships relationships in writing seriously. They can find out what is known and ask about in writing. the problem, but the final answer is wrong. Does not describe the written text, mathematical ideas, situations, and 2 relationships in writing some of the problems but mentions what is known and states what is asked of the problem. Does not describe the written text, mathematical ideas, situations, and 1 relationships in the writing of some problems but mentions what is known and does not mention what is asked of the problem. Students do not answer. 0 Drawing Explains Students can draw and explain mathematical concepts in visual form (pictures, 4 mathematical tables, or diagrams) and integrate communication skills with the correct final concepts in visual answer. form (pictures, Students can draw and explain mathematical concepts in visual form (pictures, 3 tables, or tables, or diagrams) and integrate communication skills with wrong final diagrams). answers. Students can draw and explain mathematical concepts in visual form (pictures, 2 tables, or diagrams) solutions, but only some are correct. 81 Laila et al.: Functional Inverse Material... Delta-Phi: Jurnal Pendidikan Matematika, 1 (1), 77-85, 2023 Students can draw and explain mathematical concepts in visual form (pictures, 1 tables, or diagrams) but not correctly (not according to plan). Students do not answer. 0 Able to compile Students can compile mathematical models and apply integrated 4 mathematical communication skills strategies according to plan, do the questions correctly, models and be and ensure the final answers are correct. able to apply Students can compile mathematical models and apply communication skills and 3 strategies of strategies according to plan, do the questions correctly, and the final answer is integrated wrong. communication Students can compile mathematical models and apply communication skills and 2 capabilities strategies to several problems. Students in compiling mathematical models and can apply communication skills 1 strategies not according to plan. Students do not work. 0 Description of Students can draw descriptions of ideas, problems, situations, pictures, or 4 ideas, problems, natural objects using mathematical expressions, symbols, models, or situations, mathematical expressions from the answers obtained and recheck answers with pictures, or the final correct answer. natural objects Students can draw descriptions of ideas, problems, situations, pictures, or 3 using natural objects using mathematical expressions, symbols, models, or mathematical mathematical expressions from the answers obtained and recheck answers with expressions, wrong final answers. symbols, models, Students can conclude the problem, but it is not quite right. 2 or mathematical Students cannot describe ideas, problems, situations, pictures, or natural 1 expressions objects using mathematical expressions, symbols, models, or mathematical expressions of the problem. Students do not work. 0 𝐽𝑢𝑚𝑙𝑎ℎ 𝑠𝑘𝑜𝑟 𝑦𝑎𝑛𝑔 𝑑𝑖𝑝𝑒𝑟𝑜𝑙𝑒ℎ ription: Value= 𝑥 100% 𝑗𝑢𝑚𝑙𝑎ℎ 𝑠𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑎𝑙 Then, student assessment records were examined for item 9 0.426 Enough validity. Each item's reliability, discriminating power, and difficulty 10 0.745 Tall index are also assessed. Each item's validity is determined by comparing it to the total rating. Table 6 shows the correlation The correlation coefficient in Table 6 shows that each question coefficients for each object. may be utilized to assess students' Islamic integrated mathematical communication skills in inverse function material. After the questions Table 6. Q-Qochran Test Results Using SPSS 16 are utilized, assess the test's dependability. Test reliability is unit-th Results Correlation Category calculated using the Cronbach Alpha formula. Students' test scores coefficient value after answering questions about measuring mathematical 1 0.523 Enough communication skills. Tables 7 and 8 provide dependability 2 0.435 Enough 3 0.762 Tall coefficient results. 4 0.527 Enough Table 7. Cronbach Alpha Scores Measure reliability coefficient with SPSS 16 5 0.731 Tall Alpha Cronbach's Alpha Based on N of 6 0.448 Enough Cronbach Standard Items Items 7 0.721 Tall 0.847 1,000 10 8 0.446 Enough Table 8. Cronbach Alpha test results Using SPSS 16 to determine deleted items Scale Means if Variance scale if the Corrected item-total Multiple Quadratic Cronbach's Alpha if th item Item Deleted item is Deleted correlation Correlation the item is removed 1 32.7968 96,769 0.275 0.107 0.675 2 37.7421 94,145 0.322 0.345 0.674 3 45.6543 79,446 0.547 1,000 0.849 4 37.8776 64,321 0.284 0.118 0.675 5 37.7421 94,145 0.322 0.345 0.674 6 30.6532 88,346 0.527 1,000 0.711 7 42.7635 82,769 0.285 0.107 0.691 8 39.7154 96,769 0.510 0.118 0.684 9 37.7421 94,145 0.322 0.345 0.674 10 40.6542 78,347 0.547 1,000 0.712 Table 8 shows r=0.849. This makes the question believable and equipment for each variable based on theory and indicators (in this very high. This study created a four-competency tool to assess example, mathematical problem-solving). According to Nichols- mathematics communication skills in three-dimensional content. Barrer et al. (2016), relevance includes importance, utility, character, Following the theory and framework, these variables were created. diagnostic potential, practicality, and relevance. Next, verify the The research used different primary theoretical studies than those expert evaluation results and update the instruments without above. The instrument has also undergone multiple conditional tests additional revision. in evaluation instrument development. Six validators (1 mathematics professor, 2 teachers, 2 practical This study used three validity degrees based on the findings. mathematicians, and 1 Islamic religion instructor) scored each item Adequate expertise comes first. Professionals perform the on the rating scale. They calculated the findings using Aiken's V effectiveness test to determine the practical applicability of coefficient calculation to test the content's effectiveness. This test 82 Laila et al.: Functional Inverse Material... Delta-Phi: Jurnal Pendidikan Matematika, 1 (1), 77-85, 2023 determines depth and relevance based on indicator scope and tool by Using Monopoly Game Media to The Students Motivation content. Content validation requires a value that is not excessive to and Science Learning Outcomes. Journal of Primary Education, assess content strength and breadth (Nichols-Barrer et al., 2016). 6(2). Evaluators offer feedback and suggestions. These proposals enhance Al-Hanifah, J. A., Cholily, Y. M., & Ummah, S. K. (2023). Analysis of the equipment. According to Srirahayu and Arty (2018), expert Students’ Analytical Thinking Ability and Mathematical reviewers evaluate, discuss, and suggest all instruments utilized to Communication Using Online Group Investigation Learning improve research instrument rewriting.(Muhammad, Darmayanti, et Model. Mathematics Education Journal, 7(1), 100–113. al., 2023; Putra et al., 2023; Yuniwati et al., 2023) Asgafi, A., Anwar, M. S., & Darmayanti, R. (2023). Analysis of students’ mathematical communication ability on student learning styles. The evaluator's evaluation analysis suggests that the AMCA Journal of Science and Technology, 3(2), 36–39. integrated mathematical communication ability variable is very Asikainen, H., Nieminen, J. H., Häsä, J., & Katajavuori, N. (2022). successful. The empirical or criteria adequacy of the updated University students’ interest and burnout profiles and their instruments was assessed in a study sample. To determine item relation to approaches to learning and achievement. Learning connection and internal consistency. According to Mellinger and and Individual Differences, 93. Hanson (2020), test findings presented to respondents determine https://doi.org/10.1016/j.lindif.2021.102105 empirical validity. This SPSS-analyzed test uses product-moment Astutik, H. S., Cholily, Y. M., & Raharja, S. P. (2022). Blended Learning: correlation (Asgafi et al., 2023; Jayanti et al., 2023; Santiago et al., Can Increase Student’s Interest and Learning Achievement? 7th 2023). Thus, three erroneous inputs for the third item in the Progressive and Fun Education International Conference mathematically integrated communication ability variable reversed (PROFUNEDU 2022 …. their conclusions. The variable ability mathematical communication Ats-Tsauri, M. S., Cholily, Y. M., Azmi, R. D., & Kusgiarohmah, P. A. abilities verified 7 items. (2021). Modul Relasi dan Fungsi Berbasis Kemampuan Reliability tests follow validity testing. A reliability test Komunikasi Matematis. JNPM (Jurnal Nasional Pendidikan determines an instrument's evaluation feasibility and efficacy. To Matematika), 5(1), 109–124. determine a reliable measuring device (Leung, 2015), reliability is Baidowi, A., Salehudin, A., Mustaqim, A., Qudsy, S. Z., & Hak, N. (2021). done. Reliability compares equipment to measurements (Maulida & Theology of health of quranic pesantren in the time of COVID- Lubis, 2018). Cronbach's alpha was utilized to calculate SPSS 19. HTS Teologiese Studies / Theological Studies, 77(4). application reliability in this study. The analyzed problem of https://doi.org/10.4102/hts.v77i4.6452 integrated mathematical communication abilities can be used to Baskoro, E. T., Cholily, Y. M., & Miller, M. (2006). Structure of selfrepeat measure them in inverse function material because the confidence cycles in almost Moore digraphs with selfrepeats and diameter value is 0.849. 3. Bulletin of the Institute of Combinatorics and Its Applications, 46, 99–109. Determine the problem's discriminating power next. The Darmayanti, R. (2023). Lecturer vs. Practitioner: How is collaborative discriminating power of the questions measures how well they can class assessment for math learning? Delta-Phi: Jurnal identify high-ability from low-ability students. Table 9 shows item- Pendidikan Matematika, 1(1), 58–64. discriminating power calculations. Darmayanti, R., Hidayat, A., da Silva Santiago, P. V, Gunawan, I. I., & Table 9. Distinguishing power test results Using SPSS 16 to determine the Dhakal, A. (2023). Post-Math: An innovative math approach to discriminating coefficient engage children (Case Studies). Journal of Teaching and goods to 1 2 4 5 6 7 8 9 10 Learning Mathematics, 1(1). Difference 0.68 0.32 0.35 0.32 0.54 0.53 0.62 0.31 0.38 Darmayanti, R., Sugianto, R., Baiduri, B., Choirudin, C., & Wawan, W. between B S S S B B B S S (2022). Digital comic learning media based on character values on students’ critical thinking in solving mathematical problems After knowing the discriminating power of each item, the item in terms of learning styles. Al-Jabar: Jurnal Pendidikan difficulty index is determined. Table 10 shows the results of the Matematika, 13(1), 49–66. difficulty index calculation. Darmayanti, R., Utomo, D. P., Choirudin, C., & Usmiyatun, U. (2023). E- MODULE GUIDED DISCOVERY LEARNING MODEL IN THE HOTS- Table 8. Difficulty test results Using SPSS 16 to determine the item difficulty index BASED INDEPENDENT LEARNING CURRICULUM. AKSIOMA: goods to 1 3 4 6 7 8 10 Jurnal Program Studi Pendidikan Matematika, 12(1), 1–10. Difficulty 0.37 0.74 0.49 0.73 0.31 0.29 0.45 between Su Your Daryanti, F., Jazuli, M., Sumaryanto, T., & Hartono. (2020). Students’ Se Your Su Su Se creative thinking skills in the preservation of traditional arts. Table 8 shows that all items are moderately ranked (items no. 4 International Journal of Scientific and Technology Research, and 10) in the easy category (items no. 3 and 6), except for items 1, 7, 9(4). and 8, categorized as complex questions. Thus, it can be concluded Deriu, J., Rodrigo, A., Otegi, A., Echegoyen, G., Rosset, S., Agirre, E., & that all items can be used to measure the ability of mathematical Cieliebak, M. (2021). Survey on evaluation methods for dialogue communication skills. Because the question numbers, namely systems. Artificial Intelligence Review, 54(1). numbers 2, 5, and 9, have been deleted (because they are invalid). https://doi.org/10.1007/s10462-020-09866-x Hasbullah, H., Muntasir, M., Bahri, S., Zahara, R., & Zulfia, Z. (2019). Conclusion Messages Communication in the Al-Qur’an (Study of Messages in the Al-Qur’an for Believers). Budapest International Research From the facility development stage, it can be concluded that and Critics Institute (BIRCI-Journal) : Humanities and Social the integrated mathematical communication ability instrument in the Sciences, 2(4). https://doi.org/10.33258/birci.v2i4.569 inverse function material for class XI MA Darul Hikmah Tulungagung Hazarianti, P., Masriani, & Hadi, L. (2016). Pengembangan rubrik students can be classified as a valid tool for 7 questions. Namely, penilaian psikomotorik pada praktikum submateri koefisien students can use it to measure mathematical communication ability distribusi mahasiswa pendidikan kimia. Jurnal Pendidikan Dan integrated with Islamic values. Pembelajaran, 5(11). Suggestions for future researchers to develop tools for the same Hung, J. C., & Wang, C. C. (2021). 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