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Benidiktus Tanujaya
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Journal of Honai Math
Published by Universitas Papua
ISSN : 26152185     EISSN : 26152193     DOI : 10.30862
Core Subject : Education, Social,
Education Mathematics Social Sciences
The journal provides an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in mathematics education. The focus and scope of JHM includes the following topics Realistic Mathematics Education (RME), Design/Development Research in Mathematics Education, PISA Task, Mathematics Ability, ICT in Mathematics Education, and Ethnomathematics.
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Articles 5 Documents
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Search results for , issue "Vol. 4 No. 1 (2021): Journal of Honai Math" : 5 Documents clear
META-ANALYSIS: MENGEVALUASI EFEKTIVITAS PROBLEM BASED LEARNING PADA KEMAMPUAN PEMAHAMAN MATEMATIS SISWA Sari, Yulina Kartika; Juandi, Dadang; Tamur, Maximus; Adem, Angela Merici G
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.v4i1.144

Abstract

Problem-based learning (PBL) has been widely applied as a learning method in mathematics education. This meta-analysis study was conducted to summarize the evidence on the effectiveness of PBL on students' comprehension abilities. An associated database was searched for studies that met the inclusion criteria. The estimation method used a random-effect model with a 95% confidence interval (CI). The study analyzed 35 effect sizes from 22 primary studies published between 2011 and 2020, and for a total of 1993, students were included. The Comprehensive Meta-Analysis (CMA) program was used to assist the analysis. As a result of the study, the overall effect size was 0.790 (moderate effect) with a standard error of 0.181. Analysis of the study characteristics revealed that the application of PBL was more effective in the conditions of the sample size set by 1 - 30 students; lower level of education, and combined with the use of mathematics learning software. These findings become a consideration for mathematics education practitioners for the implementation of PBL in the future.
MODEL PEMBELAJARAN CORE, SCRAMBLE, HASIL BELAJAR, DAN OPERASI HITUNG BENTUK ALJABAR Ilela, Nathalia; Laamena, Christina Martha; Tamalene, Hanisa
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.v4i1.175

Abstract

The learning model has an essential role in student learning outcomes. Each learning model has different contributions, such as the Scramble learning model, which can make students think quickly, and the CORE learning model can train students to think critically. Thus, this study aims to compare students' learning outcomes with the two models, especially in arithmetic operations in algebraic forms. The research method used is quantitative research with a posttest-only group design classified as a quasi-experimental design. The research population was forty-five seventh-grade students, which were divided into two categories. The test instrument used is a description of five questions used to evaluate student learning outcomes. The study results analyzed statistically using the t-test showed that there were differences in student learning outcomes between the two groups of students. Furthermore, the continued test using Pairwise Comparison showed that students taught with the Scramble learning model had better learning outcomes than students acquainted with the CORE learning model.
EFEKTIVITAS MODEL KOOPERATIF TIPE ROTATING TRIO EXCHANGE DALAM PEMBELAJARAN LOGARITMA Nurhusain, Muhammad
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.v4i1.164

Abstract

The mathematics students should construct their own mathematical concepts. The rotating trio exchange model of cooperative learning enables students to construct mathematical concepts. The purpose of this study is to determine the effectiveness of the rotating-trio-exchange cooperative learning model in the learning of mathematics, particularly logarithmic material. This research is a pre-experimental study using a pretest-posttest-only group design. The population of this study was students of class X SMA. The sample consisted of 21 students from class XB SMA YP-PGRI 3 Makassar. Data collection occurred twice, before and after the implementation of teaching and learning. The data were analyzed both descriptively and inferentially. The findings indicated that rotating group members during each discussion session while constructing mathematical concepts could elicit student activity, resulting in more meaningful learning and improved learning outcomes. Thus, the rotating trio exchange cooperative learning model is effective for learning logarithmic.
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

Abstract

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.
ANALISIS KESULITAN PEMAHAMAN KONSEP MATEMATIS SISWA DALAM MENYELESAIKAN SOAL BENTUK ALJABAR DENGAN PROSEDUR NEWMAN Nurikawai, Dian; Sagita, Laela; Setiyani, Setiyani
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.v4i1.157

Abstract

Algebra is essential to learning mathematics and as a basis to support another mathematical concept. On the other hand, students have not fully mastered the concept of algebra which causes errors in solving problems. This qualitative research aims to describe students' misconceptions in solving algebraic questions based on the Newman method to understand mathematical concepts. The data were taken from six eighth-grade students at SMP N 1 Turi consisting of high, medium, and low abilities. The results of the analysis showed that the students did not make reading errors. Meanwhile, the misunderstanding of the question's students did not write down the information in the questions. It was because students were not used to writing what was known and asked in the questions. Students do not write down the strategies used, so that transformation errors are found. Errors in student process skills do not complete. The cause of this is an error in determining information on the questions and difficulties in solving them. The mistakes made by students in writing the final answer were not reporting the units and conclusions from the results of the solutions.

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