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Rully Charitas Indra Prahmana

Universitas Ahmad Dahlan, Yogyakarta, Indonesia

Author-ID : 344090

Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Mechanical Engineering Physics Social Sciences Transportation Other

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PERAN GUIDED INQUIRY DALAM PEMAHAMAN KONSEP SISWA KELAS VIII PADA PEMBELAJARAN TEOREMA PYTHAGORAS Oktinasari, Hanifah; Prahmana, Rully Charitas Indra
Journal of Honai Math Vol. 3 No. 2 (2020): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v3i2.117

This study aims to determine the role of Guided Inquiry in understanding students' concepts in learning the Pythagorean theorem, through student worksheet-based guided inquiry learning models. This study uses descriptive qualitative research methods, which were carried out in class VIII D at SMP Muhammadiyah 1 Gamping. Data collection techniques used were documentation, observation, and written tests. Data obtained in this study were analyzed using data triangulation techniques. The results showed that the Guided Inquiry had a role in helping students to understand the concept of the Pythagorean theorem formula, through several stages of learning. In learning that uses guided inquiry, students can understand the Pythagorean theorem formula by finding it on their own and being facilitated by the teacher. Also, student learning outcomes indicate that the average value obtained by students is above the Minimum Mastery Criteria score for mathematics subjects of 65.

ANALISIS KEMAMPUAN PEMAHAMAN MATEMATIS PADA MATERI BENTUK PANGKAT, AKAR, DAN LOGARITMA DI SMK Anggraini, Padhila; Prahmana, Rully Charitas Indra
Journal of Honai Math Vol. 1 No. 1 (2018): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aims to determine the understanding mathematical ability oftenth-grade vocational high school in making the exponent, squareroot, andlogarithm. This research method used is Qualitative Descriptive. This abilityis known after all the student complete ten questions given instrument testwas finding in the form of 10 questions understanding mathematicalcapability that has valid and reliable. The subjects were 19 student of class Xadministrative office in SMK Muhammadiyah 2 Bantul in the academic year2017/2018. This result of research show that less of understandingmathematical student of tenth-grade administrative office in operation ofnumeral and problems solving.Â DOI:Â https://doi.org/10.30862/jhm.v1i1.716

DESAIN PEMBELAJARAN PERBANDINGAN SENILAI MENGGUNAKAN GUIDED INQUIRY Rahmasantika, Danty; Prahmana, Rully Charitas Indra
Journal of Honai Math Vol. 2 No. 2 (2019): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v2i2.65

This study aims to support students' understanding of learning comparative material and determine student learning outcomes incomparable learning through LAS-based guided inquiry learning models. This study uses a research design research method, which was carried out in class VII B SMP N 1 Berbah Sleman. The research instruments used were recording devices, written test sheets, field notes sheets, and questionnaire sheets. The results showed that at the 1st and 2nd meetings, students were seen to be still adapting to the learning design applied. At the next meeting, students can participate in learning activities better. Also, student learning outcomes indicate that the average value obtained by students is 71.57 with Minimum Completeness Criteria (KKM) for a comparison of 70.

SINGLE SUBJECT RESEARCH: PEMBELAJARAN PERBANDINGAN SENILAI DAN BERBALIK NILAI BERPENDEKATAN CONTEXTUAL TEACHING AND LEARNING UNTUK SISWA SLOW LEARNER Manikmaya, Pratita; Prahmana, Rully Charitas Indra
Journal of Honai Math Vol. 4 No. 1 (2021): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v4i1.172

Slow Learner students often have difficulty understanding mathematics content, one of which is direct and inverse proportion. This study aims to improve the student's understanding of the direct and inverse proportion material using the Contextual Teaching and Learning (CTL) approach. The research subject in this study was a single subject, namely Slow Learner student who studied in seventh grade in one of the Junior High School in Bantul district, Yogyakarta Special Region. This study used the Single Subject Research method with an A-B design. Researchers collected the data in this study through audio documentation, photos, videos, and written documentation. The data were then analyzed using analysis in conditions and between conditions. The results showed that students had an average score of learning outcomes that was 32 before being given intervention and had an average score of 78 after being given an intervention to implement learning with the CTL approach. This result shows that using the CTL approach can improve the understanding of Slow Learner student in understanding the direct and inverse proportion and minimizing the learning difficulties of Slow Learning student during teaching and learning activities.

Designing the learning trajectory for the topic of circles through a tambourine context Juniarti, Anita; Jojo, Zingiswa; Prahmana, Rully Charitas Indra
Journal of Honai Math Vol. 5 No. 1 (2022): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v5i1.239

A tambourine is one of the musical instruments commonly used in Islam. It is also used in an extracurricular activity in various schools so that many students are familiar with the instrument, making it relevant for learning mathematics. Furthermore, there is an approach to learning mathematics called Indonesian Realistic Mathematics Education (IRME), where students start the learning with contexts close to their lives. This study aims to design a learning trajectory using the IRME approach with a tambourine context to support students' understanding of circles. This learning progresses from theÂ informalÂ stage to theÂ formalÂ through the IRME approach. The study applied design research with three stages: preliminary design, design experiments, and retrospective analysis. The research subjects were 19 six-grade students in one of the elementary schools in Balangan, South Kalimantan, Indonesia. The instruments used were videos to observe the learning process and how students work on the questions given, photos to reference studentsâ€™ work, and a test in a student worksheet to obtain data on studentsâ€™ work. The results reveal the learning trajectory practised using the tambourine as the context seen in the student's daily activities. The learning trajectory consists of four events: assembling the tambourine, drawing an illustration of the tambourine, listing the parts of a circle, and solving a problem related to the parts of the circle. In addition, this study also shows that learning trajectory activities have essential roles in supporting students' understanding of the concept of a circle.

Ethnomathematics on the Gringsing batik motifs in Javanese culture Permita, Adinda Indah; Nguyen, Tien-Trung; Prahmana, Rully Charitas Indra
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.v5i2.265

Mathematics cannot be separated from human life. However, mathematics is often taught directly through formulas and abstract mathematical forms at school and is less associated with students' daily lives. Hence, it makes it difficult for students to understand mathematics and often find it difficult to understand how mathematics can be useful in dealing with various problems in real life. Therefore, school mathematics needs to be reconnected with the reality of human life so that students can easily understand mathematics and use it to solve various daily life problems. This study explores ethnomathematics in Javanese culture, especially in theÂ GringsingÂ batik motif. The ethnographic method was employed in this study, and the data was collected through literature review, observation, and interviews. The data was then analyzed before and according to the conditions in the field. The results showed that theÂ GringsingÂ batik motif contains philosophical meanings, cultural values, and mathematical elements of plane shapes and geometric transformations. This research contributes to the context of learning mathematics. In addition, it also increases the knowledge of mathematics and culture and can be used as a reference in learning or similar research.

The integration of Ethno-RME in MatCityMap application to support students’ learning of system of linear equations: A case of Mangkujo Math Trail Nurnaningsih, Laila; Prahmana, Rully Charitas Indra; Yunianto, Wahid; Bautista, Guillermo Jr.
Journal of Honai Math Vol. 7 No. 1 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i1.599

In the rapidly advancing digital era, mathematics education must integrate various technological applications to support students' development for the 21st century. However, mere technological integration is insufficient; learning must also involve hands-on activities and real-life experiences to equip students with essential skills. Although many current math lessons incorporate technology, they often overlook students' real-life experiences. Hence, there is a need for mathematics learning approaches that combine technology with student activities and relate them to real-life contexts. Ethno-Realistic Mathematics Education (Ethno-RME) is an innovative approach that uses real contexts as a starting point for learning. This approach can be enhanced by the MathCityMap (MCM) application, making learning more interactive and engaging for students. Therefore, this study explores the potential of MCM by integrating content from the Ethno-RME approach. MCM is an emerging technology that facilitates the exploration of outdoor mathematics, providing students with contextual and real-life problems. The authors developed mathematical tasks based on a café or resort in a district in Central Java. Through Educational Design Research (EDR), mathematical tasks were created using artifacts available in the café and incorporated into the MCM application. Students could access the tasks from their mobile devices and track their locations (math trails). The study focused on the system of linear equations derived from geometrical objects found in the café. The results indicated positive impacts, such as improved students' conceptual understanding and mathematics performance. This study provides evidence of the effectiveness of integrating Ethno-RME with digital technology to support students' learning of mathematics. Further research is needed to explore more ethnomathematics activities integrated into MCM that are suitable for students' backgrounds and locations.

An inquiry into ethnomathematics within the framework of the traditional game of Congklak Khasanah, Mirsatun; Khalil, Ibrahim Alhussain; Prahmana, Rully Charitas Indra
Journal of Honai Math Vol. 6 No. 2 (2023): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v6i2.553

Ethnomathematics represents a paradigm within mathematics education that centers on integrating and applying mathematical principles, concepts, and methodologies embedded within the cultural fabric of specific communities. Within the Indonesian cultural milieu, traditional games constitute a significant aspect. Hence, this study investigates the traditional game of Congklak, aiming to explicate its underlying modulo concept. Employing a qualitative research design grounded in ethnographic methodology, the investigation draws upon a multifaceted approach, including a literature review, documentation analysis, participant observation, and interviews with custodians of the Congklak tradition. Data validation is achieved through triangulation of sources and methods. Data analysis involves iterative data reduction, presentation, and inference drawing processes. Findings reveal the presence of a modulo concept within the traditional Congklak game, which governs the determination of the final seed distribution position. Furthermore, additional mathematical elements, notably addition operations, are identified. The identified modulo concept offers a compelling avenue for enriching mathematical pedagogy, particularly in the realm of modulo arithmetic operations, by providing an alternative cultural context for learning.

Integrating Ethno-Realistic Mathematics Education in developing three-dimensional instructional module Shahidayanti, Tutik; Prahmana, Rully Charitas Indra; Fran, Frankie A.
Journal of Honai Math Vol. 7 No. 3 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i3.698

The integration of cultural and realistic contexts in mathematics learning has shown significant potential in fostering critical thinking skills; however, existing educational resources often lack a comprehensive approach that effectively combines these aspects. Addressing this gap, this research aimed to develop a novel Ethno-Realistic Mathematics Education (Ethno-RME)-based three-dimensional learning module that meets the criteria of validity, practicality, and has a positive impact on students' critical thinking skills. Utilizing a Design Research methodology, specifically a development study, the research was conducted in two stages: Preliminary Evaluation and Formative Evaluation, involving 12th-grade students from SMAN 5 Purworejo as participants. Data collection included product quality assessment sheets evaluated by material and media experts, student response sheets, and critical thinking test instruments. The results demonstrated that the module achieved high validity, with content rated "Good" (average score: 141 out of 175) and media rated "Very Good" (average score: 131 out of 135). Practicality was confirmed through student responses, with small group and field test average scores classified as "Very Good" (72.33 and 72.36, respectively). Furthermore, post-test results for critical thinking skills revealed an average score of 75.51, indicating the module’s potential to enhance students’ critical thinking. These findings establish the Ethno-RME-based module as a valid, practical, and impactful teaching resource, offering a culturally relevant and application-oriented alternative for mathematics education.

Co-Authors A. Aidahani A.A. Ketut Agung Cahyawan W Aan Hendroanto Abdel-Hamid, Rasha Hashim Abdul Aziz Adrelia, Dyah Indah Afifah Hanun Afit Istiandaru Afit Istiandaru, Afit Ageng Triyono Agus Darwanto Agustina Sri Purnami Ahmad Azhari Ahmad Muhammad Diponegoro Ai Len Gan Ajeng Ramadhani Aji Prasetya Wibawa Alberta Parinters Makur Alfa Saleh, Alfa Alfiatun Fitriani Ulfah Alghiffari, Eka Kevin Andi Aras Andriyani Andriyani Anggraini, Padhila Angraini, Padhila Ani Susanti Annisah Kurniati ANNISAH KURNIATI Anny Sovia Anny Sovia Aras, Andi Ardhi Ardhian Arie Purwa Kusuma Armianti Armianti Armianti, Armianti Arnal-Palacian, Monica Awaji, Bakri M. Bautista, Guillermo Jr. Bedilius Gunur Begué, Nuria Benidiktus Tanujaya Binti Anisaul Khasanah Buhaerah Buhaerah Buhaerah Buhaerah, Buhaerah Burhanudin Arif Nurnugroho Busrah, Zulfiqar Clark Orey, Daniel Cosette Crisan Crisan, Cosette D'Ambrosio, Ubiratan Daniel Asamoah Daniel Clark Orey Danty Rahmasantika Darhim Darhim Dawuh Nuril Wildan Dedi Muhtadi Dedi Muhtadi, Dedi Delsi K Delsi K Dewi Malihatuddarojah Digdayana, Infiks Unggul Dyah Indah Adrelia Endo, Hiroyuki Enggar Tri Aulia Epi Balingga Epi Balingga, Epi Euis Eti Rohaeti Evans, Brian Evans, Brian R. Farida Nurhasanah Fawziah Zahrawati B Fitri, Nur Lailatul Fitri, Nur Lailatul Fitriyah Fitriyah Fran, Frankie A. Habibi Habibi Hanun, Afifah Hanun, Afifah Haryani Mohammad Heris Hendriana Heris Hendriana Heris Hendriana Heriyadi Heriyadi Hidayat, Agus Sofian Eka Hildegardis Mulu Hildegardis Mulu HU Kalsum I Made Dharma Atmaja Ibrahim Ibrahim Alhussain Khalil Ibrahim Alhussain Khalil Idrus, Sayid Wahyu Alwi Sidik Al Indah Lestari Irma Fatmawati Irma Fatmawati Irma Risdiyanti Irma Risdiyanti Irwan Akib Isaeni, Nita Isnaini, Uha Iswahyudi Joko Suprayitno Jeinne Mumu Jojo, Zingiswa Jumaisa Jumaisa Jumaisa, Jumaisa Juniarti, Anita Kartika Dyah Wardani Khalil, Ibrahim Alhussain Khasanah, Mirsatun Klara Iswara Sukmawati Kristina Kurniati Kurniati, Annisah Kurniawati, Venny Kusaeri, Al Kusaka, Satoshi Laela Sagita Laela Sagita Laila Fatika Nuari Laila Fatika Nuari Laksmiwati, Pasttita Ayu Lavicza, Zsolt Lekë Pepkolaj Lestari, Resti Madiana Lina Handayani Lisnani Lisnani Lo, Jane-Jane M. Norhailawati Maisyarah, Siti Malihatuddarojah, Dewi Manikmaya, Pratita Maryati Maryati Maryati Maryati Maryati Maryati Masitah Shahrill Masitah Shahrill Masitah Shahrill, Masitah Maureen Siew Fang Chong Mayangwuri, Sotya Megawati - Meita Fitrianawati Miftahul Hidayah, Miftahul Milton Rosa Mónica Arnal-Palacián Mónica Arnal-Palacián Muhamad Saleh Muhammad Isa Muhammad Isa Mulia Putra Mumu, Jeinne Murni Murni Murni Musafir Rastuti Muya Barida Nguyen, Tien-Trung Niken Wahyu Utami Nisa Syakrina Novi Murniati Novi Murniati, Novi Noviyanti, Putu Ledyari Nuari, Laila Fatika Nuari, Laila Fatika Nur Lailatul Fitri Nur Lailatul Fitri Nur Robiah Nofikusumawati Peni Nurdiansyah Nurdiansyah Nuria Begué Nurnaningsih, Laila Nurul Fajri Nusantara, Duano Sapta Oktarika Trissiana Oktavia Filda Yanti Oktavia Filda Yanti, Oktavia Filda Oktinasari, Hanifah Orey, Daniel Clark Padhila Angraini Padhila Angraini Pangestuti, Suci Pardi, Muhamamad Habib Husnial Payadnya, I Putu Ade Andre Pebrianto Pebrianto Pebrianto, Pebrianto Pepkolaj, LekÃ« Pepkolaj, Lekë Permita, Adinda Indah Petra Suwasti Petra Suwasti, Petra Puguh Wahyu Prasetyo Puguh Wahyu Prasetyo, Puguh Pujiastuti, Nur Ika Puri Pramudiani Putranti, Sagita Dyah Putrawangsa, Susilahudin Rachmadi Widdiharto, Rachmadi Ragil Fitriani Rahayu, Winda Rahma Wahyu Rahmasantika, Danty Rahmasantika, Danty Rahmi Purwitaningrum Rahmi Ramadhani Ramda, Apolonia Hendrice Ratu Ilma Indra Putri Resti Madiana Lestari Resti Madiana Lestari Retnawati, Sri Reza Lestari Risdiyanti, Irma Risdiyanti, Irma Risnawati Ahmad, Risnawati Risnawati Risnawati Risnawati Risnawati Ristiana, Novita Risty Mustika Hardini Rita Novita Rizqa Yunisha Robiansyah Robiansyah Robiansyah, Robiansyah Rosa, Milton Roy, La Rusli P. D. Kolnel Sabitzer, Barbara Sagita Dyah Putranti Sahar Abbas Ibrahim Samsul Arifin Schmidthaler, Eva Setialaksana, Wirawan - Setyawan, Fariz SH Bakri Shahidayanti, Tutik Silfanus Jelatu Siti Maisyarah Soeharto Sofwan Adiputra, Sofwan Sri Adi Widodo Sri Adi Widodo Sukirwan Sukirwan Sukirwan Sukirwan Sukmawati, Klara Iswara Sundari Gita Pertiwi Syakrina, Nisa Syakrina, Nisa Tanikawa, Kanako Teguh Wibowo Tika Septia Tika Septia Tri Sutanti Tri Sutanti, Tri Trissiana, Oktarika Tumangger, Wana Rukmana Ubiratan D'Ambrosio Uha Isnaini Ulfah, Alfiatun Fitriani Venny Kurniawati Wahid Yunianto Wahyu Hidayat Wahyu Hidayat Wahyu Hidayat Wahyu Hidayat Wahyu, Rahma Warsito Warsito Warsito Warsito Wildan, Dawuh Nuril Winda Rahayu Wiwik Wiyanti Wiwik Wiyanti, Wiwik Wiyatno, Toyo Yaya S Kusumah Yulyanti Harisman Yundari, Yundari Yunianto, Wahid Yunisha, Rizqa Yusuf Hartono Zahrawati B, Fawziah Zainuri Saringat Zubaidah Amir MZ Zubaidah Amir MZ Zulfiqar Busrah Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi

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