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Benidiktus Tanujaya
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INDONESIA
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 10 Documents
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Search results for , issue "Vol. 7 No. 1 (2024): Journal of Honai Math" : 10 Documents clear
Ethnomathematical analysis of student activities in associating quadrilateral and triangle concepts Amaliyah, Yika; Marsigit, Marsigit
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.v7i1.444

Abstract

Through integrating local culture into learning, students can observe the application of mathematical concepts in real-life contexts. Therefore, this research aims to outline the steps involved in incorporating ethnomathematics of Yogyakarta batik motifs into the teaching of quadrilateral and triangle concepts in mathematics at private junior high schools in Sleman Regency, Yogyakarta. A qualitative case study approach was employed, involving eight seventh-grade students selected through purposive sampling based on specific criteria. Data were collected via observations, document analysis, and interviews. The findings indicated that the implementation of ethnomathematics-based activities using Yogyakarta batik motifs was successful. Students demonstrated positive responses and enthusiasm. The instructional steps for these association activities included: introducing students to Yogyakarta ethnomathematics, presenting examples of batik motifs, explaining the cultural values embedded in these motifs, identifying rectangular and triangular patterns within the motifs, engaging students in creating simple batik designs that incorporate these geometric elements, and discussing and sharing their work.
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

Abstract

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.
Utilizing e-comic media for differentiated learning: A Realistic Mathematics Education approach to stimulate learning interest Fitriani, Nelly; Leton, Samuel Igo
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.v7i1.513

Abstract

The primary aim of this study is to ascertain the learning preferences of junior high school students and evaluate their interest in mathematics following instruction utilizing e-comic media grounded in realistic mathematics education within a framework of differentiated learning. Employing a mixed methods approach with an exploratory sequential design, the study targets junior high school students in the West Bandung region, with a cohort of 30 eighth-grade students selected as the sample. Questionnaires serve as the primary instruments to discern students' learning styles. Qualitative analysis involves scrutinizing these styles vis-à-vis their learning requisites. The ensuing analysis informs the customization of instructional media tailored to students' preferences, subsequently validated by experts. The study culminates in administering interest assessment questionnaires post-instruction. Findings and data analysis reveal three predominant learning tendencies among students: visual (37%), auditory (20%), and kinesthetic dominated (43%). The developed instructional media, validated and tested for efficacy, effectively caters to these learning styles. Application of this media demonstrates heightened interest in learning mathematics compared to traditional instructional methods.
Investigation of mathematical and educational values in the Bedeyé tradition within the traditional trading system of the Sasak tribal community Fauzi, Lalu Muhammad; Hayati, Nila; Satriawan, Rody; Ali, Muhamad; Juaini, Muhamad; Yazid, Muh
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.v7i1.527

Abstract

Indonesia boasts a rich and diverse traditional culture, shaped by its historical context, geographic conditions, religious influences, values, and the varied experiences of its people. The distinctiveness and variety of these traditional cultures offer valuable insights and serve as resources for learning mathematics and economics. Common perceptions often dissociate mathematics from everyday activities such as farming, trading, and other practical tasks. This research aims to investigate the mathematical principles embedded in the Bedeyé activities within the traditional economic and trade practices of the Sasak tribe. Employing a qualitative research approach with ethnographic methods, data were gathered through observation, literature review, and interviews with cultural practitioners, traditional traders, community leaders, and cultural experts. The research findings reveal that Bedeyé activities exemplify traditional barter-based trading practices, where goods are exchanged for other goods. The mathematical concepts identified in the Bedeyé tradition include comparative mathematics, set theory, and volume estimation. Moreover, the educational values inherent in Bedeyé activities encompass itiq, saling redaq, semaiq, and saling saduq. These mathematical principles observed in the traditional trading systems of the Sasak tribe, as demonstrated through Bedeyé activities, can be leveraged as educational tools and foundational elements for teaching mathematics.
Investigation of numeracy proficiency levels among elementary students through the PEMANTIK assessment tool Soesanto, Robert Harry; Dirgantoro, Kurnia Putri Sepdikasari
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.v7i1.521

Abstract

Mathematics education is critical in nurturing a wide range of cognitive abilities, particularly numeracy skills, which are essential for students’ everyday lives. This study aimed to systematically evaluate the numeracy levels of elementary students at Lentera Harapan School (LHS) in Indonesia using the PEMANTIK assessment tool. A cross-sectional design with a phenomenological approach was applied, encompassing 4,279 students from Grades 1 to 6. The assessment tool comprised a numeracy test accessed through PEMANTIK, and the resulting data were analyzed using descriptive statistical techniques to map numeracy levels across different grades. Findings revealed that students in Grade 3 and above faced significant challenges in developing numeracy skills. The study also highlighted LHS's commitment to implementing evidence-based practices and pedagogical strategies to help teachers support students' numeracy skill development.
Ethnomathematics exploration in the Mappacci tradition of the Bugis ethnic group Ahmad, Asdar; Naufal, Muhammad Ammar; Arwadi, Fajar; Jeranah, Jeranah
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.v7i1.549

Abstract

The incorporation of cultural elements into mathematics education has the potential to enhance learning outcomes. This investigation sought to identify and elucidate the mathematical concepts inherent in the Mappacci tradition of Bugis culture. Employing qualitative ethnography, the study discerned mathematical patterns within the ritualistic practices through a combination of observations, interviews, documentation, and literature review. Analysis of the gathered data involved qualitative methodologies including domain analysis, taxonomy analysis, componential analysis, and analysis of cultural themes. Findings revealed that the use of specific odd and even numbers, such as 1, 7, and 9, alongside those prominent in the Pacci presentation, conveys fundamental life principles such as perfection and integrity. Moreover, geometric forms like triangles and rectangles symbolize stability and essential virtues, reflecting the cyclical essence of life and providing spiritual guidance. The symbolic application of Inai (Pacci) leaves underscore’s themes of unity and purification, reinforcing familial bonds. Furthermore, the adherence to numerical values like 30 and 3 in rituals reflects the influence of Islamic teachings, emphasizing the significance of triadic patterns in fostering religious and social cohesion. These cultural elements imbue both community and individual existence with profound ethical, spiritual, and cultural values, thereby enriching societal fabric.
Ethnomathematical investigation of traditional games for cultural preservation in the Indonesia-Timor Leste border region Deda, Yohanis Ndapa; Disnawati, Hermina
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.v7i1.512

Abstract

Traditional games offer children numerous benefits, including health, character development, and educational resources. However, these games have yet to be explored as learning tools for students with dyscalculia, particularly in border areas. This research aims to investigate the mathematical concepts embedded in traditional games as part of the local culture in the Indonesia-Timor Leste Border Area (ITLBA) community. Employing an exploratory approach with an ethnographic methodology, the study utilized documentation, observation, and interviews involving 13 children aged 7-14 years and five informants from the border area. Findings revealed mathematical concepts, including geometry and numerical concepts, within traditional games such as Galah Asin, Kelereng, Siki Doka, and Congklak. Moreover, these games instilled character values such as patriotism and sportsmanship. Children in the ITLBA region benefited from traditional games through social interaction, fostering kinship, cooperation, responsibility, and enhancing psychomotor skills. Ethnomathematics research on traditional games at ITLBA suggests utilizing these games as a platform for mathematics education, especially for students with disabilities. Leveraging classic games can help bridge the gap for students with disabilities, facilitating their numerical skills development within the educational context.
Revealing the traditional music of Gamelan: A mathematical content for elementary students Ainora, Eva Pungki; Utami, Niken Wahyu
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.v7i1.465

Abstract

Gamelan, a traditional Indonesian musical ensemble, presents an intriguing avenue for integrating mathematical concepts into elementary school curricula. This study employs an ethnomathematics approach to unveil the inherent mathematical principles embedded within Gamelan compositions, aligning them with elementary mathematical content. Through participant observation, interviews with practitioners, and document analysis, the research elucidates Gamelan's potential to facilitate learning across various mathematical domains. Findings indicate that Gamelan can effectively convey geometric concepts such as squares, rectangles, circles, spheres, trapezoids, cylinders, and cones, as well as principles of measurement utilizing standard units and numerical operations through tangible, experiential methods.
Revealing the dynamics of online mathematics learning in higher education: A students’ perspective Husna, Asmaul; Agustyaningrum, Nina; Hasibuan, Nailul Himmi
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.v7i1.439

Abstract

The surge in technological advancements has made online learning increasingly significant, especially during the COVID-19 pandemic. However, it presents specific challenges, particularly in abstract disciplines like mathematics at the university level. This study aims to identify the factors that either facilitate or hinder university students' experiences with online mathematics education during the pandemic. Employing a quantitative survey methodology, the research gathered data from 337 mathematics education students in Indonesia through random sampling. Google Forms conducted the survey, which evaluated eight key aspects: learning motivation, participation, course materials, facilities and infrastructure, interaction, technology skills, learning environment, and self-regulated learning. The results reveal that the primary factors supporting online mathematics learning include high student motivation, active participation, adequate technological skills, and strong self-regulation. Conversely, the main barriers are unstable internet connectivity, high data costs, complex course content, limited interaction, and suboptimal learning environments. These findings suggest that mathematics educators can improve online learning by developing interactive and engaging experiences. Strategies to achieve this may include integrating multimedia resources, optimizing task design, facilitating discussion forums, and creating a stimulating learning atmosphere.
Discovery-Project-Evaluation-STEM model: A promising learning model for Bima local cultural character Landa, Sudarsono; Mawaddah, Ida
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.v7i1.546

Abstract

An effective learning model that actively involves students in the learning process is essential. This development research aims to identify the factors responsible for the observed low problem-solving ability in geometry and to develop a model that effectively enhances these skills. The research process begins with the creation of flow diagrams using the ADDIE model, encompassing the analysis, design, development, implementation, and evaluation phases. The study focuses on junior high school students. The research findings, which consider the unique cultural characteristics of the Bima people, suggest that the Discovery-Project-Evaluation (DPjE) learning model, incorporating STEM elements, can be an effective alternative or complement to traditional teaching methods. Six experts confirmed that the geometric problem-solving skills test instrument outperformed other learning tools. Data from limited trials indicate that using lesson plans and worksheets, along with positive feedback from educators and students, supports the effectiveness of the developed learning materials. This demonstrates the practical application of the DPjE model, with STEM elements based on Bima Local Cultural Character (BLCC), in teaching mathematics. The BLCC-based DPjE-STEM model assesses the learning process's efficiency using data from initial and final tests.

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