International Journal of Interactive Mobile Technologies (iJIM) – eISSN: 1865-7923 – vol. 15, No. 01, 2021 Paper—Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Mathematics… Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Mathematics Problem-solving Skill https://doi.org/10.3991/ijim.v15i01.20067 Moch. Bahak Udin By Arifin () Universitas Muhammadiyah Sidoarjo, Sidoarjo, Indonesia bahak.udin@umsida.ac.id Makherus Sholeh Universitas Islam Negeri Antasari Banjarmasin, Banjarmasin, Indonesia Abdul Hafiz Universitas Islam Kalimantan Muhammad Arsyad Al Banjari, Banjarmasin, Indonesia Ririn Dwi Agustin IKIP Budi Utomo, Malang, Indonesia Mahardika Darmawan Kusuma Wardana Universitas Muhammadiyah Sidoarjo, Sidoarjo, Indonesia Abstract—This research aimed to develop interactive multimedia based on scientific inquiry to improve student mathematics problem-solving as a provision for the era of Society 5.0. The research method used is the Agile Method, a soft- ware development method. One hundred twenty students of Madrasah Ibtidaiyah Teacher Education Department, Universitas Muhammadiyah Sidoarjo were in- volved in this research. The results of the development of Interactive Mobile Mathematics Inquiry (IMMI) were valid and proven to improve student problem- solving abilities. In particular, this increase is significant in planning and imple- menting student plans for a problem. The significance is due to the training in the inquiry aspects during the use of IMMI. This educational technology research implies that IMMI can be a preliminary study and a pioneer for lecturers, experts, and practitioners. Thus, IMMI can be developed further to improve students' mathematical problem-solving skills in higher education as preparation for media availability following the values of technological advances in the Society 5.0 era. Keywords—Interactive mobile, mathematics problem solving, Society 5.0 era 1 Introduction Many countries are preparing for the development and use of technology in the So- ciety 5.0 era, which demands synergy between humans and technology. This synergy 24 http://www.i-jim.org https://doi.org/10.3991/ijim.v15i01.20067 Paper—Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Mathematics… is expected to create new values and solve social problems through advanced technol- ogies [1]. Previous studies showed that the use of technology in the concept of Society 5.0 has a positive impact. Research on the laboratory prototype based on Society 5.0 produced social policy decisions closer to real community responses [2]. Society 5.0 based Japanese blogs can make searching for false terms and meanings in Buddhist vocabulary more effective [3]. The development of robots with Society 5.0 values re- sults in more functions that are useful for a company's performance [4], [5]. In higher education, the need for learning that leads to the Society 5.0 era is the development and use of technology in Interactive Mobile applications [1], [6]. This is because Interactive Mobile provides interaction between lecturers, students, and tech- nology [7] and features that can be used easily in everyday life [8], [9], [10]. Concerning mathematics courses, there is no Interactive Mobile that can construct student knowledge through the involvement of problems in everyday life. This involve- ment can be generated through the principle of "inquiry" in learning [11], which can be the platform of students’ performance in conducting research and logical principles [12]. Inquiry provides students learning activities in selecting, controlling variables, planning operations, and interpreting evidence [13]. When learning activities through inquiry are carried out, students become more active in seeking knowledge inde- pendently rather than recorders from the educators. An educator only acts as a facilitator and mediator [14]. Students' activity performance in inquiry learning can be increased by utilizing Interactive Mobile, which involves scientific elements that demand proof and scientific fact-finding [15]. Thus, in improving students' mathematics performance in higher education, Interactive Mobile is needed by involving the inquiry principle to enhance their mathematics performance. Previous findings showed that Mathematics is still a difficult subject for students at the higher education higher education due to mathematics low performance in problem- solving abilities [16], [17]. In this sense, problem-solving for students means finding the result of a mathematical question and facing new conditions, and finding flexible, effective, and elegant solutions to those conditions [18], [19]. Therefore, the ability to solve mathematical problems in preparation for the Society 5.0 era requires Interactive Mobile development. It involves inquiry aspects to be more active in constructing knowledge and solving mathematical problems independently and logically. In this re- search, the development of Interactive Mobile is called Interactive Mobile Mathematics Inquiry (IMMI). 2 Methodology 2.1 Research methods The IMMI development was adopted from the Agile Development Methods devel- opment steps, a group of software development methodologies based on iterative de- velopment. The requirements and solutions for this method develop through collabora- tion among self-governing cross-functional teams [20]. Agile method development steps include planning, development, wrapping, review, adjustment, and closure. The iJIM ‒ Vol. 15, No. 01, 2021 25 Paper—Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Mathematics… Interactive Mobile Mathematics Inquiry development steps using the agile method is shown in Figure 1. Fig. 1. IMMI Development Process IMMI's development process involved planning, development, wrapping, review, adjustment, and closure. In the planning stage, new releases are made based on the backlog (list of activities to be worked on) along with estimated schedules and costs. This process was followed by the conceptualization and analysis of the aspects of in- quiry in mobile interactive. If the existing system is being upgraded, this phase consists only of a limited analysis of the backlog items' design to be implemented. This phase included the modification of system architecture and high-higher education design. The development phase defines the changes needed to implement the backlog requirements into the package, open the package, conduct domain analysis, design, and develop mo- bile interactive by involving aspects of inquiry, implementing, testing, and document- ing changes. The development stage consists of a micro process of discovery, discov- ery, and implementation. Wrapping steps included closing packages, creating an exe- cutable version of the changes, and implementing the backlog requirements. In the re- view step, all teams meet to present work, review progress, raise and solve problems, and add new backlog items. Risks are reviewed, and responses are determined. Step adjustments consolidate the information gathered from the review meeting into affected packages, including a different look and feel and new properties. At the closure stage, the management team felt that the variables of time, competition, requirements, cost, and quality were appropriate for the new release to occur. They declared the release "closed." This phase prepares IMMI products that are developed for general release. Integration, system testing, user documentation, preparation of training materials, and preparation of marketing materials are some of the tasks that are in the closing step. [21]. 2.2 Participants This study involved 120 students from the first, second, and third-year at the Depart- ment of Madrasah Ibtidaiyah Teacher Education at Universitas Muhammadiyah Si- doarjo who were programming mathematics-related subjects. Participants consisted of Planning Wrapping Review Adjust- ment Develop- ment Closure 26 http://www.i-jim.org Paper—Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Mathematics… 65 male and 55 female students who were determined using proportionate stratified random sampling, randomly assigning the sample by giving all students an equal op- portunity to be the sample [22]. 2.3 Data collection instrument and data analysis The instruments used were the validation sheet for the IMMI media and the Mathe- matical Problem Solving (TMPS) test. The IMMI validation sheet consists of three as- pects of assessment: relevance to the material, ease of use, and practicality. The IMMI validation sheet was filled in by four experts in educational technology and mathemat- ics education. Meanwhile, TMPS consists of 20 questions in the form of math essays on the discussion of planes. These questions were divided into five questions for each task. TMPS is made by referring to indicators of solving steps according to Polya, namely in terms of understanding problems, planning solutions, implementing solution plans, and re-checking solutions [23]. This test was given to fifty students in the De- partment of Primary School Teacher Education at UIN Sumatera Utara. The test results showed the validity value by calculating the product-moment correlation of 0.023 and the reliability value by calculating the Cronbach alpha of 0.011. Referring to a sig value of less than 0.05, the TMPS was considered valid and reliable [24]. Data were analyzed using simple linear regression to measure the effect of IMMI on students' mathematical problem-solving abilities. To ensure the coefficient's signifi- cance, the researcher conducted a hypothesis test by comparing the significance value with a probability of 0.05 or comparing the t-count value with the t-table, which is 1.97993 [24]. 3 Results and Discussion 3.1 Planning stage Agile planning is a project planning method that estimates work using independent work units called iterations or sprints [25]. A sprint is a team activity that focuses on a small set of work items and aims to complete them over 1-3 weeks. Agile planning determines which items to complete in each sprint and creates an iterative process to help teams learn how much they can accomplish. In this sprint process, IMMI is de- signed to involve aspects of the inquiry learning step as below. • Orientation is the stage of formulating a problem; The abilities required are (a) awareness of the problem; (b) see the importance of the problem, and (c) formulate the problem. • The conceptualization stage includes the development of a hypothesis. The abilities required in developing this hypothesis are (a) testing and classifying the data; (b) see and formulate the existing relationships logically, and formulate a hypothesis. • The conclusion stage requires the ability to (a) look for patterns and meaning of relationships and (b) formulate conclusions • Discussion includes the process of drawing conclusions and generalization. iJIM ‒ Vol. 15, No. 01, 2021 27 Paper—Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Mathematics… The construction of inquiry aspects in IMMI is shown in Table 1. Table 1. Inquiry Construction in IMMI Aspect Solution User Experience Orientation Initial Dashboard Conceptualization Task Investigation File manager Conclusion Task Discussion Board map 28 http://www.i-jim.org Paper—Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Mathematics… 3.2 Development stage IMMI development included two stages, namely making user interface design and making programming languages. Initially, researchers created a design on Adobe XD to determine the user interface results from IMMI, which consists of several layers with three main layers, namely the signup/sign in, dashboard, and task, Figure 2a. Further- more, writing a programming language is written in Visual Code Studio using the Flut- ter language as a reference for IMMI through the website and/or smartphone application shown in Figure 2b. (a) The process of creating a user interface design (b) Flutter language programming process in Visual Code Studio Fig. 2. iJIM ‒ Vol. 15, No. 01, 2021 29 Paper—Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Mathematics… 3.3 Wrapping stage At the wrapping stage, IMMI had gone through the development stage. Therefore, the prototypes that had been made was used to be validated by experts. Prototype 1 consists of a multimedia homepage, inquiry assignment format, and a forum for discus- sion in one class or private chat. Homepage: The start page consists of the main menu to easily access other features. Learning statistics is useful for measuring the value or frequency of time using IMMI for learning, column classmates. There is a feature of progress in-class assignments and measurement results of student abilities. This feature on the homepage is expected to enable students to find initial problems and serve as a forum for discussion. Fig. 3. Interface Homepage or Dashboard Inquiry assignment: This assignment was set with a calendar by the lecturer in the form of a reminder. The file manager feature helps students find out how deep the in- quiry process was by providing high, low, medium, and not satisfied files. The giving of the information serves to test the tentative answers to dig again to get even better results. 30 http://www.i-jim.org Paper—Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Mathematics… Fig. 4. Interface Task Calendar and File Manager Assignment Features Figure 4 shows the assignment activities in IMMI involving aspects of inquiry that must be completed by students. In this feature interface, the learning consists of five inquiry activities described in more detail in Table 2. Table 2. Student inquiry activities in IMMI Aspect Students Activities Orientation Students showed or photographed plain objects around Conceptualization Students wrote an initial hypothesis about the definition of the area and circumference of a flat shape Investigation Students measured the area and circumference of irregular plain objects; then, the measurement results were photographed and uploaded to mobile interactive. The lec- turer corrects student assignments to give a sign of revision or not. If the lecturer pro- vides a revised statement, students could re-upload the answer Conclusion Students write conclusions from the understanding of the area and circumference of a flat shape Discussion Students discuss concepts There is also a forum for discussion between students or students and teachers in one class. This forum for discussion is useful for bringing up the values of society 5.0 at IMMI. In addition to the relationship between students and technology, the interaction between students and their environment through technology is also needed. Snippets from this discussion forum are shown in Figure 5. iJIM ‒ Vol. 15, No. 01, 2021 31 Paper—Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Mathematics… Fig. 5. Interface Features for Discussion 3.4 Review and adjust stage The validation of experts from a value range of 1 to 5 on relevance, effectiveness, and feasibility is shown in Figure 6. Fig. 6. Result of Expert Validation Figure 6 explained that the highest value of validity lies in the aspect of effective- ness, with an average value of 4.66. The feasibility aspect shows an average value of 4.3 and the relevance aspect with an average value of 4. From the validation results, several validators gave suggestions to improve IMMI (see table 3), which then carried out IMMI improvements (see figure 7). 0 1 2 3 4 5 Relevance Effectiveness Appropriateness Results of IMMI Validation Expert 1 Expert 2 Expert 3 Expert 4 32 http://www.i-jim.org Paper—Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Mathematics… Table 3. IMMI Revision Result Recommendation Revision The assignment has not been described scientifically (See Figure 7) Fig. 7. Inquiry assignment in IMMI Figure 7 shows the results of IMMI improvements from the validator's suggestions. The improvements made lie in the sharpness and accuracy of involving aspects of the inquiry in IMMI. Referring to Polya, several assignments are adjusted to the problem- solving indicators, which are depicted in Figure 8. Fig. 8. Problem-solving in IMMI iJIM ‒ Vol. 15, No. 01, 2021 33 Paper—Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Mathematics… 3.5 Closure stage After the IMMI improvements, the closure stage measures the effect of IMMI on students' problem-solving abilities. If the problem-solving ability has a significant ef- fect, the IMMI development process is said to be complete. The relationship between the IMMI variable and the student's problem-solving ability is known using a simple linear regression analysis test shown in Table 4. Table 4. The results of simple linear regression analysis Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std Error Beta (Constant) 3.212 1.221 6.786 0.000 Understanding Problem -0.012 0.217 -0.454 -2.012 0.001 Planning solutions 0.333 0.436 -0.566 -2.431 0.000 Implementing solution plan -0.677 0.122 -0.199 -2.126 0.000 Re-checking solutions 0.096 0.055 0.002 -1.999 0.001 Table 4 shows the simple linear regression analysis results between the use of IMMI on students' problem-solving abilities. The results show that the t-value of the indicator of the ability to understand the problem is -2.012, while the t-value of the planning solution's indicator is -2.431. The indicator of implementing solution plans shows the t-count value of -2.126, and the indicator re-checking solution has a t-count value of - 1.999. The t-count value of the four indicators shows the t-count value is less than 1.97993. Thus, it can be interpreted that the t-count is less than the t-table. In conclu- sion, H0 is rejected and shows that IMMI influences students' problem-solving abilities. In particular, the plan and implementation indicators show a significant value so that the two indicators show that students' problem-solving skills increase when planning and implementing through IMMI. 3.6 Discussion This study presents the results of the development of IMMI at the tertiary higher education. The main finding is that the development of IMMI affects students' mathe- matical problem-solving abilities. The improvement of students' mathematical prob- lem-solving abilities occurs in planning and executing the plan. This finding is similar to previous research results that problem-based Interactive Mobile will improve stu- dents' mathematical problem-solving skills regularly [26],[27]. The results of other studies suggest that the improvement in planning and planning implementation is due to the habituation of inquiry aspects in learning [28]. IMMI supports the practice of teaching mathematics, which is scientific. This teaching is based not only on knowledge transfer but also on inquiry and student communication to construct knowledge and information [29]. Judging from this construction, student interaction and technology in IMMI can help simplify solving a problem [30]. The research has also shown improvements in the inquiry process and provides stu- dents with activities to select, control variables, plan operations, and interpret evidence 34 http://www.i-jim.org Paper—Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Mathematics… in IMMI. This is the same as previous research, which shows that students become more responsive to this inquiry learning situation. Structured activities allow for indi- vidual and collaborative work and concrete experiences of learning materials powered by mobile technology that highlight and capture essential features [31], [32]. IMMI emphasizes discursive processes in which mathematical concepts and scien- tific research processes take place through participation in applied research and social interactions as crucial as mathematical knowledge construction activities both individ- ually and in groups [33]. Interaction with peers while conducting scientific research provides the development of learning and scientific understanding [34]. Scientific rea- soning can be achieved by exposing students to abnormal data or contradictory infor- mation in science or other academic fields. This allows students to build scientific knowledge in scientific inquiry. Critically, the relationship between theory and evi- dence in the problem-solving reasoning process can also be evaluated [35]. From this perspective, lecturers play a vital role in developing students' scientific reasoning skills [36]. Lecturers provide IMMI to develop an environment and learning process that aims to shape science process skills to increase students' problem-solving abilities. Thus, the results of IMMI as a result of development in this research can be an initial study for experts and practitioners in educational technology interested in preparing for a media presence in the Era of Society 5.0. In particular, it will be essential in developing Inter- active Mobile to improve students' Mathematics problem-solving abilities at the higher education higher education. 4 Conclusion Based on the results and discussion of research, the researcher concluded that the development of IMMI, an Interactive Mobile involving aspects of inquiry in mathemat- ics courses, is valid and able to improve students' problem-solving abilities. In particu- lar, this increase is significant in planning and implementing student plans for a prob- lem. Also, the significance of the increase in problem-solving abilities is due to the training of inquiry aspects during the use of IMMI. 5 References [1] M. E. Gladden, “Who Will Be the Members of Society 5.0? Towards an Anthropology of Technologically Post humanized Future Societies,” Soc. Sci., vol. 8, no. 5, p. 148, May 2019. https://doi.org/10.3390/socsci8050148 [2] X. Wang, L. Li, Y. Yuan, P. Ye, and F.-Y. Wang, “ACP-based social computing and parallel intelligence: Societies 5.0 and beyond,” CAAI Trans. Intel. Technol., vol. 1, no. 4, pp. 377– 393, 2016. https://doi.org/10.1016/j.trit.2016.11.005 [3] J. Nieuważny, F. Masui, M. Ptaszynski, R. Rzepka, and K. Nowakowski, “How religion and morality correlate in age of society 5.0: Statistical analysis of emotional and moral associa- tions with Buddhist religious terms appearing on Japanese blogs,” Cogn. Syst. Res., vol. 59, pp. 329–344, Jan. 2020. https://doi.org/10.1016/j.cogsys.2019.09.026 iJIM ‒ Vol. 15, No. 01, 2021 35 https://doi.org/10.3390/socsci8050148 https://doi.org/10.1016/j.trit.2016.11.005 https://doi.org/10.1016/j.cogsys.2019.09.026 Paper—Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Mathematics… [4] K. A. Demir, G. Döven, and B. Sezen, “Industry 5.0 and Human-Robot Co-working,” Pro- cedia Comput. Sci., vol. 158, pp. 688–695, 2019. https://doi.org/10.1016/j.procs. 2019.09.104 [5] R. C. Mat, M. Kazunori, and A. A. Rahman, “The Development of Mobile Japanese Halal Gamification (MJHG),” Int. J. Interact. Mob. Technol., vol. 14, no. 17, p. 113, 2020. https://doi.org/10.3991/ijim.v14i17.16653 [6] V. Sima, I. G. Gheorghe, J. Subić, and D. Nancu, “Influences of the Industry 4.0 Revolution on the Human Capital Development and Consumer Behavior: A Systematic Review,” Sus- tainability, vol. 12, no. 10, p. 4035, May 2020. https://doi.org/10.3390/su12104035 [7] W. Herry Setyawan et al., “The effect of an android-based application on T-Mobile learning model to improve students’ listening competence,” in Journal of Physics: Conference Series, 2019, vol. 1175, no. 1. https://doi.org/10.1088/1742-6596/1175/1/012217 [8] L. Barkhuus and V. E. Polichar, “Empowerment through seamfulness: smart phones in eve- ryday life,” Pers. Ubiquitous Comput., vol. 15, no. 6, pp. 629–639, Aug. 2011. https://doi.org/10.1007/s00779-010-0342-4 [9] V. Baric, M. Andreassen, A. Öhman, and H. Hemmingsson, “Using an interactive digital calendar with mobile phone reminders by senior people - a focus group study,” BMC Geri- atr., vol. 19, no. 1, p. 116, Dec. 2019. https://doi.org/10.1186/s12877-019-1128-9 [10] M. F. Amir, N. Fediyanto, H. E. Rudyanto, D. S. N. Afifah, and H. S. Tortop, “Elementary students’ perceptions of 3Dmetric: A cross-sectional study,” Heliyon, vol. 6, no. 6, pp. 1–8, 2020. https://doi.org/10.1016/j.heliyon.2020.e04052 [11] M. Pedaste et al., “Phases of inquiry-based learning: Definitions and the inquiry cycle,” Ed- ucational Research Review, vol. 14. 2015. [12] D. D. Minner, A. J. Levy, and J. Century, “Inquiry-based science instruction-what is it and does it matter? Results from a research synthesis year 1984 to 2002,” J. Res. Sci. Teach., vol. 47, no. 4, pp. 474–496, Apr. 2010. https://doi.org/10.1002/tea.20347 [13] L. Darling-Hammond, L. Flook, C. Cook-Harvey, B. Barron, and D. Osher, “Implications for educational practice of the science of learning and development,” Appl. Dev. Sci., vol. 24, no. 2, pp. 97–140, Apr. 2020. https://doi.org/10.1080/10888691.2018. 1537791 [14] C. J. Chang et al., “The impact of light-weight inquiry with computer simulations on science learning in classrooms,” Comput. Educ., vol. 146, p. 103770, 2020. [15] M. Ekici and M. Erdem, “Developing Science Process Skills through Mobile Scientific In- quiry,” Think. Ski. Creat., vol. 36, no. December 2019, p. 100658, 2020. https://doi.org/10. 1016/j.tsc.2020.100658 [16] P. Phonapichat, S. Wongwanich, and S. Sujiva, “An Analysis of Elementary School Stu- dents’ Difficulties in Mathematical Problem Solving,” Procedia - Soc. Behav. Sci., vol. 116, pp. 3169–3174, Feb. 2014. https://doi.org/10.1016/j.sbspro.2014.01.728 [17] T. Tambychik, T. S. M. Meerah, and Z. Aziz, “Mathematics Skills Difficulties: A Mixture of Intricacies,” Procedia - Soc. Behav. Sci., vol. 7, pp. 171–180, 2010. https://doi.org/10. 1016/j.sbspro.2010.10.025 [18] S. Avcu and R. Avcu, “Pre-service elementary mathematics teacher’s use of strategies in mathematical problem solving,” Procedia - Soc. Behav. Sci., vol. 9, pp. 1282–1286, 2010. https://doi.org/10.1016/j.sbspro.2010.12.321 [19] Z. B. Özdoǧan, E. Seyitoǧlu, and B. Güven, “The change over the years of problem-solving skills of pre-service elementary mathematics teachers,” Procedia - Soc. Behav. Sci., vol. 15, pp. 2278–2283, 2011. https://doi.org/10.1016/j.sbspro.2011.04.093 36 http://www.i-jim.org https://doi.org/10.1016/j.procs.2019.09.104 https://doi.org/10.1016/j.procs.2019.09.104 https://doi.org/10.3991/ijim.v14i17.16653 https://doi.org/10.3390/su12104035 https://doi.org/10.1088/1742-6596/1175/1/012217 https://doi.org/10.1007/s00779-010-0342-4 https://doi.org/10.1186/s12877-019-1128-9 https://doi.org/10.1016/j.heliyon.2020.e04052 https://doi.org/10.1002/tea.20347 https://doi.org/10.1080/10888691.2018.1537791 https://doi.org/10.1080/10888691.2018.1537791 https://doi.org/10.1016/j.tsc.2020.100658 https://doi.org/10.1016/j.tsc.2020.100658 https://doi.org/10.1016/j.sbspro.2014.01.728 https://doi.org/10.1016/j.sbspro.2010.10.025 https://doi.org/10.1016/j.sbspro.2010.10.025 https://doi.org/10.1016/j.sbspro.2010.12.321 https://doi.org/10.1016/j.sbspro.2011.04.093 Paper—Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Mathematics… [20] F. Almudarra and B. Qureshi, “Issues in adopting agile development principles for mobile cloud computing applications,” Procedia Comput. Sci., vol. 52, no. 1, pp. 1133–1140, 2015. https://doi.org/10.1016/j.procs.2015.05.131 [21] A. Rasnacis and S. Berzisa, “Method for Adaptation and Implementation of Agile Project Management Methodology,” Procedia Comput. Sci., vol. 104, no. December 2016, pp. 43– 50, 2016. https://doi.org/10.1016/j.procs.2017.01.055 [22] Martínez-Mesa, D. A. González-Chica, R. P. Duquia, R. R. Bonamigo, and J. L. Bastos, “Sampling: how to select participants in my research study?” An. Bras. Dermatol., vol. 91, no. 3, pp. 326–330, Jun. 2016. https://doi.org/10.1590/abd1806-4841.20165254 [23] G. Polya, How to Solve It. Princeton, New jersey: Princeton University Press, 1973. [24] J. W. Creswell, Educational research: Planning, conducting, and evaluating quantitative and qualitative research, vol. 4. 2012. [25] H. Lei, F. Ganjeizadeh, P. K. Jayachandran, and P. Ozcan, “A statistical analysis of the ef- fects of Scrum and Kanban on software development projects,” Robot. Comput. Integr. Manuf., vol. 43, pp. 59–67, 2017. https://doi.org/10.1016/j.rcim.2015.12.001 [26] M. F. Amir, F. N. Hasanah, and H. Musthofa, “Interactive Multimedia Based Mathematics Problem Solving to Develop Students’ Reasoning,” Int. J. Eng. Technol., vol. 7, no. 2.14, pp. 272–276, 2018. https://doi.org/10.31219/osf.io/qx63e [27] M. F. Amir, N. Ariyanti, N. Anwar, E. Valentino, and D. S. N. Afifah, “Augmented Reality Mobile Learning System: Study to Improve PSTs’ Understanding of Mathematical Devel- opment,” Int. J. Interact. Mob. Technol., vol. 14, no. 9, pp. 239–247, 2020. https://doi.org/10.3991/ijim.v14i09.12909 [28] K. Maaß and M. Doorman, “A model for a widespread implementation of inquiry-based learning,” ZDM, vol. 45, no. 6, pp. 887–899, Nov. 2013. https://doi.org/10.1007/ s11858-013-0505-7 [29] M. J. Ford and E. A. Forman, “Chapter 1: Redefining disciplinary learning in classroom contexts,” in review of research in education, New York: Springer, 2006, pp. 1–32. https://doi.org/10.3102/0091732x030001001 [30] Y.-T. Sung, K.-E. Chang, and T.-C. Liu, “The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research syn- thesis,” Comput. Educ., vol. 94, pp. 252–275, Mar. 2016. https://doi.org/10.1016/j. compedu.2015.11.008 [31] E. Y.-K. Loong, C. Vale, S. Herbert, L. A. Bragg, and W. Widjaja, “Tracking Change in Primary Teachers’ Understanding of Mathematical Reasoning through Demonstration Les- sons,” Math. Teach. Educ. Dev., vol. 19, no. 1, pp. 5–19, 2017. [32] H. E. Rudyanto, A. Ghufron, and Hartono, “Use of integrated mobile application with real- istic mathematics education: A study to develop elementary students’ creative thinking abil- ity,” Int. J. Interact. Mob. Technol., vol. 13, no. 10, pp. 19–27, 2019. https://doi.org/10. 3991/ijim.v13i10.11598 [33] M. J. Mohr-Schroeder, M. Cavalcanti, and K. Blyman, “Stem Education: Understanding the Changing Landscape,” in A Practice-based Model of STEM Teaching, Rotterdam: SensePublishers, 2015, pp. 3–14. https://doi.org/10.1007/978-94-6300-019-2_1 [34] N. Mercer, L. Dawes, R. Wegerif, and C. Sams, “Reasoning as a scientist: Ways of helping children to use language to learn science,” Br. Educ. Res. J., vol. 30, no. 3, pp. 359–377, 2004. https://doi.org/10.1080/01411920410001689689 [35] F.-Y. Yang and C. C. Tsai, “An epistemic framework for scientific reasoning in informal contexts,” in Personal epistemology in the classroom, Cambridge: Cambridge University Press, 2010, pp. 124–162. https://doi.org/10.1017/cbo9780511691904.005 iJIM ‒ Vol. 15, No. 01, 2021 37 https://doi.org/10.1016/j.procs.2015.05.131 https://doi.org/10.1016/j.procs.2017.01.055 https://doi.org/10.1590/abd1806-4841.20165254 https://doi.org/10.1016/j.rcim.2015.12.001 https://doi.org/10.31219/osf.io/qx63e https://doi.org/10.3991/ijim.v14i09.12909 https://doi.org/10.1007/s11858-013-0505-7 https://doi.org/10.1007/s11858-013-0505-7 https://doi.org/10.3102/0091732x030001001 https://doi.org/10.1016/j.compedu.2015.11.008 https://doi.org/10.1016/j.compedu.2015.11.008 https://doi.org/10.3991/ijim.v13i10.11598 https://doi.org/10.3991/ijim.v13i10.11598 https://doi.org/10.1007/978-94-6300-019-2_1 https://doi.org/10.1080/01411920410001689689 https://doi.org/10.1017/cbo9780511691904.005 Paper—Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Mathematics… [36] C. Chin and J. Osborne, “Students’ questions: a potential resource for teaching and learning science,” Stud. Sci. Educ., vol. 44, no. 1, pp. 1–39, Mar. 2008. 6 Authors Moch. Bahak Udin By Arifin is a lecturer at the Madrasah Ibtidaiyah Teacher Ed- ucation Department, Universitas Muhammadiyah Sidoarjo from 2014 until now. He is in the field of Islamic primary school curriculum development education. The research topic that is often used is the development of a curriculum on learning media innovation in Islamic elementary schools. Email: bahak.udin@umsida.ac.id Makherus Sholeh is a Lecturer in the Madrasah Ibtidaiyah Teacher Education De- partment at the Universitas Islam Negeri Antasari Banjarmasin from 2015 until now. He is a candidate for the Doctor of Islamic Education Management for Elementary Schools. Research topics that are frequently used are educational management and all primary school education topics. Abdul Hafiz started his career as a lecturer in 2015, in the Madrasah Ibtidaiyah Teacher Education Department at Universitas Islam Kalimantan Muhammad Arsyad Al Banjari Banjarmasin. He has also served as head of the study program and then serves as Deputy Dean for Student and Alumni Affairs at the Faculty of Islamic Studies. Research topics that are often used are about curriculum development, Syllabus and Lesson Plan, and learning media in primary schools. Ririn Dwi Agustin is a lecturer at the Mathematics Education Study Program, IKIP Budi Utomo, Malang, Indonesia from 2014 until now. Algebra Expertise. Research topics that are often used are the development of ethnomathematics and mathematics encyclopedias on technology-based learning media innovations. Mahardika Darmawan Kusuma Wardana is a lecturer at the Elementary School Teacher Education Department, Universitas Muhammadiyah Sidoarjo from 2015 until now. He is in the field of elementary school education. The research topic that is often used such as Mathematics Elementary Education, Language primary education and all topic about elementary education. Article submitted 2020-11-27. Resubmitted 2020-12-18. Final acceptance 2020-12-19. Final version pub- lished as submitted by the authors. 38 http://www.i-jim.org bahak.udin@umsida.ac.id