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All Journal Journal of Honai Math
Ratu Ilma Indra Putri
Universitas Sriwijaya, Palembang, Indonesia
Education Mathematics Social Sciences

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Enumeration rules and numeracy problems in tourism activities Aan Putra; Zulkardi Zulkardi; Ratu Ilma Indra Putri; Laswadi Laswadi
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.v8i3.980

Abstract

School mathematics is designed to equip students with foundational mathematical knowledge while simultaneously fostering mathematical literacy, including numeracy, essential for effective problem-solving. Achieving these objectives requires students to engage with mathematics through contexts that are relevant to their prior knowledge and lived experiences, thereby facilitating a more meaningful mastery of mathematical concepts and literacies. The tourism sector offers a rich context for such engagement, presenting opportunities to connect enumeration rules and numeracy with real-world scenarios. This study investigates the integration of enumeration rules and numeracy through tourism-based learning activities situated in Kerinci, Jambi. The aim is to inform the development of learning resources that are locally relevant and reflect the authentic experiences of students. Employing an exploratory qualitative methodology, this research involved field observations and semi-structured interviews with local tourism practitioners and mathematics educators. Thematic analysis was conducted to identify genuine tourism-related activities in Kerinci that illustrate the application of enumeration principles and numeracy skills. Findings indicate that a range of tourism activities including selecting transportation modes, accommodations, destinations, travel routes, and tourist attractions are inherently linked to enumeration (determining the number of possible choices) and numeracy (applying quantitative reasoning to make optimal decisions). By situating enumeration and numeracy within everyday tourism practices, this study demonstrates how local contexts can enhance mathematics instruction. The results provide a foundation for future design research focused on developing and evaluating instructional trajectories that incorporate local tourism scenarios into mathematics teaching, particularly regarding enumeration and numeracy concepts.
Culturally Responsive Mathematics Learning Through Classical Malay Literature: Ethnomathematical Perspectives on Gurindam Dua Belas Asmaul Husna; Ratu Ilma Indra Putri; Zulkardi; Jaya Dwi Putra
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.v8i3.1148

Abstract

Ethnomathematical exploration of classical Malay literature, particularly Gurindam Dua Belas (Gurindam 12), has remained relatively limited despite its considerable potential to support culturally contextualized mathematics learning. This study aimed to examine the mathematical logic structures and set theory concepts embedded in Gurindam 12 by Raja Ali Haji through an ethnomathematical perspective. The study employed a qualitative interpretive design using a literary hermeneutic approach. Primary data were derived from Articles 5 and 6 of Gurindam 12, while secondary data consisted of scholarly publications on ethnomathematics and mathematics education published between 2014 and 2024. Data analysis was conducted through heuristic reading, thematic pattern identification, hermeneutic interpretation, and triangulation with formal mathematical theory. The findings revealed that Article 5 contained inferential structures analogous to mathematical implication logic (p → q), represented through conditional moral relationships, whereas Article 6 reflected classificatory structures parallel to foundational concepts in set theory, including sets, subsets, and membership criteria. The integration of Gurindam 12 into mathematics education offers a culturally responsive ethnomathematical approach that may enhance conceptual understanding, cultural awareness, and positive mathematical dispositions. This study contributes to ethnomathematics literature by demonstrating that classical Malay literature constitutes a meaningful pedagogical resource for bridging indigenous knowledge systems with universal mathematical concepts.
Co-Authors Aan Putra Asmaul Husna Jaya Dwi Putra Laswadi Laswadi Zulkardi Zulkardi Zulkardi