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All Journal Jurnal Infinity JIPM (Jurnal Ilmiah Pendidikan Matematika) JMPM: Jurnal Matematika dan Pendidikan Matematika Journal of Honai Math JURNAL PENDIDIKAN TAMBUSAI Jurnal Cendekia : Jurnal Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Jurnal Pengabdian Sains dan Humaniora Jurnal Infinity Jurnal Pendidikan Progresif
Kadarisma, Gida
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Education Mathematics Social Sciences Other

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Journal : Journal of Honai Math

 1 
Innovative e-book to numeracy skill improvement: The role of flip HTML5 in digital pocket book development Kadarisma, Gida; Indah, Jihan Purnama; Annisa, Delsyfa Putri; Fitria, Nury Ainun; R, Windriani
Journal of Honai Math Vol. 7 No. 2 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i2.562

Abstract

This research was prompted by the observed deficiency in numeracy skills among junior high school students. Consequently, the study aims to develop digital teaching materials utilizing Flip HTML 5 to enhance these skills. The research method employed is research and development (R&D) using the 4D model: Define, Design, Develop, and Disseminate. The instruments used in this study include expert validity sheets, student response questionnaires regarding the practicality of the teaching materials, and numeracy test instruments focused on number pattern material. The limited trial involved 8 randomly selected students from a junior high school in West Bandung Regency, while the implementation stage included 26 randomly selected students from the same region. The results indicated that the Flip HTML 5-assisted digital pocketbook teaching materials developed were valid, practical, and effective in improving students' numeracy skills. This study implies that the developed teaching materials can be an alternative for teachers seeking ICT-assisted resources to enhance students' numeracy abilities.
Relationships among Achievement Emotions, Mathematical Problem-Solving Beliefs, and Metacognition in Indonesian High School Students Rafiq Zulkarnain; Kadarisma, Gida
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.v8i3.885

Abstract

Mathematics learning is influenced not only by cognitive factors but also by affective components such as emotions, beliefs, and metacognition. However, limited research has explored how achievement emotions interact with mathematical problem-solving beliefs and metacognition, particularly among Indonesian students. This study examine the relationships between achievement emotions, mathematical problem-solving beliefs, and metacognition in 750 Indonesian high school students from 10th and 11th grades. The Participants completed questionnaires measuring achievement emotions (in classroom and test contexts), mathematical problem-solving beliefs, and metacognitive components awareness, cognitive strategies, planning, and self-checking. The findings demonstrated substantial associations among these elements: positive emotions, particularly enjoyment and pride, reinforced both problem-solving beliefs and metacognition, while negative emotions like anxiety and anger impaired them during mathematical problem-solving tasks. The outcomes emphasize the critical role of developing positive emotions such as enjoyment and pride while diminishing negative emotions, particularly anxiety, in enhancing students' metacognitive skills and mathematical problem-solving performance. In addition, this study supports the Control-Value Theory of Achievement Emotions by empirically validating that mathematical problem-solving beliefs act as intermediaries between emotions and metacognitive processes.  This contribution offers new theoretical insight into how affective factors shape higher-order cognitive regulation, providing a novel understanding of the emotional foundations of mathematics learning in the Indonesian context. These findings emphasize the importance of emotions in shaping students' engagement with mathematics and highlight the need for teaching strategies that promote emotional well-being alongside cognitive development.
Co-Authors Andini, Windriani Rantiani Annisa, Delsyfa Putri Annisa, Delsyifa Putri Asep Ikin Sugandi Astri Wahyuni Dadang Juandi Darhim Darhim Dewantara, Jagad Aditya Eka Senjayawati, Eka Euis Eti Rohaeti Eva Dwi Minarti, Eva Dwi Fadilla, Jihan Fatimah, Ghina Nur'aini Fitria, Nury Ainun Ika Wahyu Anita Indah Puspita Sari, Indah Puspita Indah, Jihan Purnama Jarnawi Afgani Dahlan Jozua Sabandar Khofipah, Siti M. Afrilianto Marthalita, Mona Masta Hutajulu Nanang Priatna Nia Kurnia Nur'aini, Ni'mah Nuridayah, Fadilla Pertiwi, Suci Citra Intan R, Windriani Rafiq Zulkarnain Ratna Sariningsih Raykrismonita, Mirawati Sarinignsih, Ratna Setiawan, Hikmal Sunaryo, Pranestya Rachmaeny Suripah Suripah Tina Rosyana, Tina Wahyu Setiawan Wahyuni, Reni Wardani, Yusifa Ratna Yusuf, Irpan Muhammad