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All Journal Paradikma: Jurnal Pendidikan Matematika EDU-MAT: Jurnal Pendidikan Matematika Indonesian Journal of Science and Mathematics Education Formatif: Jurnal Ilmiah Pendidikan MIPA Journal of Honai Math Jurnal Pendidikan Matematika Raflesia TIN: TERAPAN INFORMATIKA NUSANTARA MATHEMATIC EDUCATION AND APLICATION JOURNAL (META) Jurnal Masyarakat Madani Indonesia JNPM (Jurnal Nasional Pendidikan Matematika) IndoMath: Indonesia Mathematics Education Saqbe : Jurnal Sains dan Pembelajarannya Jurnal Pendidikan MIPA Malaqbiq : Jurnal Pengabdian kepada Masyarakat.
Simamora, Rustam E.
Universitas Borneo Tarakan
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Journal : journal of honai math

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Perceptions of failed mathematics education students toward preparatory mathematics course Simamora, Rustam Effendy; Tanjung, Firima Zona; Rizmawati, Lusiana; Lastari, Dini Adhe
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.v7i2.571

Abstract

Investigating the experiences of mathematics education students who have faced academic challenges is vital for shaping the professional development of future mathematics educators. This study examines the experiences of Indonesian mathematics education students who have encountered difficulties in a Preparatory Mathematics Course (PMC). Employing a qualitative case study narrative approach, we explore these students’ perceptions, emphasizing the crucial role of foundational mathematics skills and the potential of PMC in aiding underprepared learners. Data were collected through questionnaires and interviews. The findings reveal varied perspectives on the course's value. Some students recognized its significance and contribution to their university studies, particularly in mathematics content courses, while others viewed it as less impactful. Factors contributing to student failures included a lack of focus and dedication, carelessness in test assessments, and discrepancies between expected and actual learning experiences. Additionally, participants provided constructive suggestions for improving the course, such as integrating collaborative learning, enhancing assignments and assessments, incorporating instructional videos, offering in-person learning opportunities, adjusting schedules, and facilitating anonymous online discussion forums. These insights offer valuable directions for refining PMC and improving outcomes for mathematics students and educators.
Why is the mathematics educator called inspiring? Simamora, Rustam Effendy; Darmayasa, Jero Budi; Kamara, Jean Gloria
Journal of Honai Math Vol. 5 No. 2 (2022): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v5i2.334

Abstract

Inspiration plays a significant role in sparking or enhancing the learning motivation of prospective mathematics teachers (PMTs). Inspiration will also influence the mathematical identity of PMTs’ when they become professional mathematics teachers. A mathematics teacher educator (MTE) can be a source of inspiration for PMTs; hence, a study must identify and explain why an MTE is considered inspiring. This study attempts to develop the theory of inspiring MTEs profiles based on the experience of PMTs. This study included 21 students and 7 lecturers of the Mathematics Education Department in a public university in Indonesia. This qualitative research was conducted employing a grounded theory constructivist approach. The findings revealed that inspiring MTEs possessed the following characteristics: “creating a sense of comfort, being knowledgeable, being motivating, providing fun and enjoyable learning, imparting new insights and comprehension, and being disciplined and authoritative.” According to this theory, an inspiring MTE creates a sense of comfort through their gracious, friendly, humble, and humorous personality. Fun and enjoyable learning in this study is learning that provide a sense of comfort, fun learning, interactive learning, and carrying out evaluations. MTEs give new insight and understanding by explaining in detail, systematically, and easily understood, sharing creative ideas, and providing scaffolding. Implications of this finding are discussed.
Bridging Numeracy and Critical Reasoning through Realistic Mathematics Education: Evidence from a Mixed-Methods Classroom Intervention Simamora, Rustam Effendy; Toruan, Heldina L.
Journal of Honai Math Vol. 8 No. 3 (2025): Journal of Honai Math
Publisher : Universitas Papua

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Abstract

Critical thinking in numeracy contexts (CTNC) is a core twenty-first-century competency, yet its systematic development remains limited in conventional mathematics instruction. Realistic Mathematics Education (RME) offers a theoretically grounded approach to fostering CTNC through contextualised problem solving, guided reinvention, and collaborative discourse. This mixed-methods study investigated the effectiveness of RME in enhancing CTNC among junior secondary students and examined their experiential learning processes. Thirty-eight Year 7 students (n = 19 per class) were selected via cluster sampling. A quasi-experimental, non-randomised control group design with pre-test and post-test measures was employed in the quantitative phase. The qualitative phase involved three waves of semi-structured interviews with six purposively selected students, using member checking and theoretical sampling until data saturation was achieved. Results indicated a statistically significant improvement in CTNC for students in the RME group compared to those receiving conventional instruction, t(36) = 5.55, p < .001. Thematic analysis revealed three interconnected dimensions: enhanced contextual sense-making through engagement with realistic tasks; deepened critical reasoning facilitated by structured peer discourse; and increased metacognitive awareness during strategy evaluation. Students also reported greater engagement and perceived relevance of mathematics to everyday contexts. These findings suggest that RME effectively strengthens CTNC by linking abstract numeracy to authentic experiences through collaborative inquiry. The study highlights the importance of systematically integrating context-rich, discussion-oriented pedagogies into secondary mathematics curricula.
Co-Authors Barumbun, Mardyanto Darmayasa, Jero B. Doni Andriyan Zunaiedy Dwi Susanti Eka Widyawati Firima Zona Tanjung, Firima Zona Hasratuddin Siregar Heldina Lumban Toruan Helmi Khairullah Hermansyah Hermansyah Izzatin, Maharani Jean Gloria Kamara Jero Budi Darmayasa, Jero Budi Jusmawati Jusmawati, Jusmawati Kamara, Jean Gloria Lastari, Dini Adhe Luthfiyah, Indah Nanna, A. Wilda Indra Noviantari, Ika Pratiwi, Enditiyas R, Nurmala Rafiqa, Syarifa Rahayu, Setia Widia Ramadhanta, Sury Adellia Ridwan Ridwan Rizmawati, Lusiana Sahat Saragih Santika Rahayu, Dea Siagian, Meryance V Suciati Suciati Sury Adellia Ramadhanta Suryanti Suryanti Toruan, Heldina L. Widyawati, Eka Zainuddin Suardi