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All Journal Journal of Honai Math Proceeding of International Conference on Science, Education, and Technology
Wardono Wardono
Universitas Negeri Semarang, Semarang, Indonesia
Education Mathematics Social Sciences

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Beyond Straight Lines: Contextualizing Lobachevsky's Parallel Postulate Through the Geometry of the "Bubu" Fishing Gear Abdurrobbil Falaq Dwi Anggoro; Wardono Wardono; Scolastika Mariani; Bambang Eko Susilo
Journal of Honai Math Vol. 8 No. 3 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i3.974

Abstract

The axiom of Lobachevsky's parallelism is one of the topics that students often find difficult. The purpose of this research is to design a learning trajectory about the Lobachevsky axiom of parallelism using the context of a valid, practical and effective traditional fishing gear "bubu". This research applies development studies which consist of three main phases: preliminary study: analysis and exploration; prototype development: design and construction; and the last stage of assessment: evaluation and reflection. The results of the study show that the learning trajectory of the Lobachevsky equation axiom using the context of traditional fishing gear "bubu" is valid, practical and effective to improve problem-solving skills for mathematics education students. The conclusion is that there are six steps to the learning trajectory, namely: First, identification of problems with the local cultural context; Second: representation of problems; Third: make a settlement plan; Fourth: implementing the plan; Fifth: evaluate the solution of the problem; and lastly, make a conclusion about the axiom of Lobachevsky's parallelism.
Validity of the Metacognitive Awareness Instrument for Prospective Mathematics Teacher Students Nita Hidayati; Y.L. Sukestiyarno; Emi Pujiastuti; Sugiman Sugiman; Wardono Wardono
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study is to describe the validity of the metacognitive awareness instrument which includes metacognitive knowledge and regulation. The metacognitive awareness instrument is in the form of a questionnaire consisting of 52 statements. This study is a qualitative descriptive study to assess and obtain the quality of a valid metacognitive awareness instrument to characterize students' metacognitive awareness. The student metacognitive awareness instrument was validated by two psychologists and a linguist. The metacognitive awareness instrument was also empirically validated by involving 28 mathematics education students as respondents. The results of the study show: (1) the validator's assessment of the metacognitive awareness instrument from the aspect of content validity is categorized as valid and reliable (Cohen's kappa = 0.29), (2) the metacognitive awareness instrument is empirically valid (Pearson Correlation > r table) and reliable (Cronbach's alpha = 0.754). These results indicate that the metacognitive awareness instrument can be used to characterize the metacognitive awareness of prospective mathematics teacher students.
Co-Authors Abdurrobbil Falaq Dwi Anggoro Bambang Eko Susilo Emi Pujiastuti Nita Hidayati Scolastika Mariani Sugiman Sugiman Y.L. Sukestiyarno