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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 6 Documents
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Search results for , issue "Vol. 6 No. 2 (2023): Journal of Honai Math" : 6 Documents clear
School belonging, student bullying, and school disciplinary climate in TIMSS top-performance countries Mohammadpour, Ebrahim
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.v6i2.458

Abstract

There is insufficient research on how a student's sense of belonging at school affects their academic performance, particularly in the context of the five East Asian countries that consistently significantly outperform other nations in the Trends in International Mathematics and Science Study (TIMSS). This study examined the relationships between students' sense of school belonging, bullying, school climate, and mathematics achievement in Hong Kong, Japan, Korea, Singapore, and Taiwan. The data analyzed included mathematics test scores and questionnaire responses from 3265, 4446, 3861, 4853, and 4915 eighth graders from 136, 142, 168, 153, and 203 schools in these five countries, respectively. These students participated in TIMSS 2019 and the data was analyzed using path analysis technique. The results showed a significant relationship between a student's sense of belonging and achievement in all countries. However, this significant association disappeared for all countries except Korea and Singapore when factors such as bullying and school disciplinary climate were taken into account. The association was strongest among Singaporean students and weakest among Taiwanese students. The results of this study are consistent with previous research that attributes East Asian students' success to their cultural learning model rather than other factors. A sense of belonging at school is critical to promoting positive academic performance, development and well-being.
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

Abstract

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.
Computer-based mathematics learning studies in the scopus database between 2010-2023: A blibliometric review Tamur, Maximus; Ndiung, Sabina; Kurnila, Valeria Suryani; Sennen, Eliterius; Mandur, Kanisius
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.v6i2.408

Abstract

Computer-based Mathematics Learning (CBML) has become global in the last decade, providing opportunities for more significant interaction between schools and their environment. Although CBML has been widely applied, few studies highlight its growth trajectory, especially high-quality studies and those in the Scopus document. This study identifies CBML-related research that can provide a global perspective on learning and the development of the further investigation. Therefore, a bibliometric analysis was conducted to identify 651 journal articles between 2010 and 2023 using the Scopus database. Data search uses the publish or perish application, and the VOS viewer program assists in analyzing theme linkages. This research addresses two issues: (i) reviewing the growth trajectory of CBML-related studies; and (ii) mapping between themes to identify gaps and the most important topics. The analysis results show that the study's trajectory appears fluid and is mediated by the impact of social restrictions due to Covid-19. The main topics and research gaps are discussed. Several implications are presented as helpful information for scientists and stakeholders.
Ethnomathematics exploration of Kaneka and Mariam tradional games in Nangapanda, Nusa Tenggara Timur culture Amsikan, Stanislaus; Deda, Yohanis Ndapa
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.v6i2.434

Abstract

This research explores the mathematical concepts and cultural values in Kaneka (marbles) and Mariam (Patok Lele) traditional game. The type of research used is ethnographic research with a qualitative approach. The research instruments used consisted of main instruments and auxiliary instruments. The research location was Nangapanda sub district, with the research subject being a 58 years old traditional leader and 10 years old traditional game player. Data collection techniques in this study used technical triangulation by observing, interviewing and documenting the same sources. The data analysis technique used in this study refers to the Spradley design, namely domain analysis, taxonomic analysis, componential analysis, and cultural theme analysis. The results showed that first, the Kaneka traditional game contains the elements of ball and half ball shapes, distance, and counting points, including addition operations, and second, the Mariam traditional game contains the elements of cylinder shapes, comparison, direction, and calculating score including addition and multiplication operations
Questions used by novice and experienced teacher in intervening mathematics class interactions Zayyadi, Moh; Lanya, Harfin; Sulfiah, Sitti Karimah
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.v6i2.411

Abstract

Learning interventions are mostly carried out by teachers in accommodating students' learning needs according to their characteristics because they can help students in improving their thinking. One form of learning intervention carried out by the teacher is through a question submission. Asking is the most common verbal communication behavior used in teaching. This research is a qualitative research with a descriptive approach because it is based on the research objective, finding out the use of questions by novice and experienced teachers in intervening mathematics class interactions. The subjects in the study were two novice teachers and two experienced teachers. The instruments used were observation sheets and interview guides which had been validated by the validator and declared feasible as research instruments. Checking the validity of the data using method triangulation and data source triangulation. The results of the study show that the use of questions by novice teachers and experienced teachers is still limited to uncovering operational knowledge and basic knowledge, not metacognitive knowledge, they are still using questions with the aim of remembering content that has been previously studied and providing calculation results and have not been able to encourage them to think critically, creatively as well as cultivating conceptual understanding and generating ideas and not directing and building student understanding  so that there is a need for training to improve the quality of teachers in mastering techniques for asking questions to students in order to develop and strengthen teachers' pedagogical abilities considering the importance of teachers' pedagogical abilities in implementing the learning process and asking questions in intervening in mathematics class interactions can encourage students to think critically and creatively and foster understanding. concepts and generate ideas and can direct and build their understanding well in order to compete in a global scope.
Preservice teachers studying video narratives of student argumentation Van Ness, Cheryl K.; Maher, Carolyn A.
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.v6i2.443

Abstract

National Standards in the teaching of mathematics call for teachers to pay attention to the nature of student problem solving and argumentation in learning mathematics. In order to attend to student argumentation, resources are needed in which student argumentation can be observed. This paper reports the result of a preservice-teacher intervention study in which teachers described student argumentation in a video narrative before and after instruction, which included video narratives designed to highlight argumentation. Pre- and post-assessment of teachers’ identification of student argumentation used a mixed-methods analysis to investigate growth in noticing more of children’s argumentation across a video narrative that was created with 15 video clips that displayed student argumentation in the classroom. Results showed that growth occurred in cycles that described shorter argumentation stories within the longer narrative. On average, over 85% of the teachers consistently exhibited growth at the end of a cycle of 3 to 6 video clips that provided a complete story of several children’s argumentation, in contrast to growth on specific clips that showed a particular child’s argument. Results suggest the enhanced value of using video episodes that reveal complete stories of student argumentation in a classroom for teacher intervention.

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