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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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Search results for , issue "Vol. 7 No. 3 (2024): Journal of Honai Math" : 10 Documents clear
The impact of problem-based learning on motivation and mathematics outcome for sixth-grade students Kho, Ronaldo; Solihati, Titi; Lumbantobing, Happy
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.v7i3.693

Abstract

Numerous studies have demonstrated that the implementation of problem-based learning (PBL) can enhance student motivation and learning outcomes. However, the integration of contextual media in these instructional activities remains limited. This research aims to investigate the impact of using PBL with contextual media on student outcomes, compare the differences in mathematics achievement between students taught through PBL with contextual media and those taught through conventional methods, and assess variations in student motivation between these two instructional approaches. A quasi-experimental design with a non-equivalent pretest-posttest control group was employed in this study. The participants consisted of 60 sixth-grade students, divided into an experimental group (taught using PBL with contextual media) and a control group (taught using conventional methods). Data were collected through learning motivation questionnaires and objective mathematics tests, with data analysis conducted using normalized gain scores (N-Gain) and t-tests. The results indicated significant improvements in student outcomes when taught using PBL with contextual media. Additionally, there was a marked difference in mathematics achievement between the experimental and control groups, as well as differences in student motivation between the two instructional methods. These findings suggest that implementing PBL with contextual media presents a promising strategy for enhancing both student motivation and mathematics learning outcomes.
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

Abstract

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.
Number talks: Comparative insight into undergraduate and graduate student literacy Peni, Nur Robiah Nofikusumawati; Pratiwi, Septia Ayu; Prabowo, Anggit
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.v7i3.614

Abstract

Variations in competence and confidence among higher education students in mathematical literacy, numeracy, and logical thinking are crucial for developing critical reasoning, problem-solving skills, and the application of quantitative knowledge in both academic and real-world contexts. However, limited research has explored how students from different academic disciplines vary in their competence, confidence, and challenges related to these fundamental areas. This gap in the literature highlights the need for a comprehensive examination of such variations across diverse higher education fields. This study aims to compare the levels of mathematical literacy, numeracy, and logical thinking among university students, focusing on their knowledge, confidence, and the challenges they face. A comprehensive survey was employed, covering several dimensions of mathematical literacy, such as real-world applications of mathematics, numeracy comprehension, numerical self-confidence, and the role of emotions in logical thinking. Drawing on responses from Indonesian university students, the study reveals that students generally perceive their abilities as moderate to good, though significant differences are evident across academic disciplines and levels of study. A notable correlation was found between the focus of students' academic programs and their mathematics literacy, with certain disciplines demonstrating higher competency levels. The findings highlight the importance of integrating practical applications and emotional intelligence into mathematics education to foster greater confidence, knowledge, and engagement. This research contributes valuable insights into mathematical literacy and proposes new strategies to improve teaching practices and curricula. The comparative analysis offers a broader perspective, essential for shaping future assessments in mathematics, logical reasoning, and numeracy literacy.
Developing e-learning-based remedial learning videos on function for senior high schools Johar, Rahmah; Rizeky, Amna Sri; Mailizar
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.v7i3.665

Abstract

Mastery learning remains a critical challenge in education, often resulting in the need for remedial programs to support students in achieving competency. Despite their importance, existing remedial programs frequently fail to achieve their intended outcomes due to a lack of engaging and efficient instructional tools. To address this gap, this study introduces a novel e-learning-based remedial video designed to enhance student learning on the topic of functions. The research aimed to develop a remedial learning video that meets the criteria for validity, practicality, and effectiveness. The study employed a Research and Development (R&D) methodology following the Plomp model, which consists of three phases: preliminary research, prototyping, and assessment. The research was conducted in a high school in Banda Aceh, Indonesia, involving three distinct groups: nine students participated in the readability test, 60 students undertook the diagnostic test, and 18 students engaged in remedial learning activities. Data collection utilized validation sheets for the video, diagnostic and remedial tests, and student response questionnaires, with descriptive analysis applied to evaluate the findings. The results revealed that the e-learning-based remedial video demonstrated strong validity, with expert assessments yielding a score of 86.19% (very valid). Practicality was confirmed by positive student feedback, with a response rate of 92.62%. Effectiveness was also evident, as 95% of students achieved mastery learning following the remedial intervention, and the N-Gain score reflecting improvement in student performance was 0.72 (high). These outcomes underscore the effectiveness of e-learning-based remedial videos as an innovative and interactive solution to address students' lack of mastery learning. The findings contribute to educational practice by offering teachers and students an accessible and effective tool to enhance learning outcomes, with significant potential for broader application.
Cultural insights into arithmetic sequences: A study of chinese zodiac and its elements Putri, Gusti Ayu Made Arna; Mariati, Ni Putu Ayu Mirah; Suwija, I Ketut
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.v7i3.670

Abstract

Ethnomathematics examines the intersection of mathematics and cultural practices, revealing how mathematical principles are embedded within societal traditions. Despite extensive research in ethnomathematics, limited studies have explored its application in understanding the Chinese zodiac system and its mathematical foundations. This study addresses this gap by investigating the mathematical structures underlying the determination of the Chinese zodiac and its elements, offering a novel perspective on how arithmetic sequences and modular arithmetic are utilized within this cultural tradition. The study aims to formulate these traditional calculations into a mathematical framework, thereby bridging cultural heritage and mathematical learning. Employing a qualitative research design with an ethnographic approach, data collection was conducted through field observations, in-depth interviews, and thematic analysis to ensure validity, reliability, and representativeness. The findings reveal that the determination of the Chinese zodiac and its elements involves fundamental mathematical operations such as multiplication, addition, and modular arithmetic. This study not only demonstrates the inherent mathematical reasoning within cultural traditions but also contributes to the broader discourse on mathematics education by integrating cultural contexts into learning. Finally, the results have significant implications for mathematics education, offering an alternative pedagogical approach that enhances students’ engagement and comprehension by contextualizing mathematical concepts within real-life cultural practices.
Epistemological obstacle on the topic of prism: A phenomenological study Cahdriyana, Rima Aksen; Sintawati, Mukti
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.v7i3.674

Abstract

Mathematics learning is often hindered by epistemological obstacles that affect students’ conceptual understanding. In geometry, students frequently struggle to identify and analyze fundamental properties of prisms, despite instructional efforts to improve comprehension. Prior research has primarily focused on procedural fluency rather than the cognitive barriers students face in interpreting mathematical definitions. Addressing this gap, this study investigates the epistemological obstacles eighth-grade students encounter in understanding prisms. Specifically, it examines students’ ability to determine whether a geometric figure qualifies as a prism based on definitional characteristics and to analyze the relationship between two figures with equal volumes. This qualitative study employs a phenomenological approach, involving six purposively selected eighth-grade students. Data were collected through written tests and semi-structured interviews, then analyzed in three stages: identifying core ideas from student responses, categorizing these ideas into conceptual groupings, and thematizing the categorized data into key discussion themes. Findings reveal that students struggle to identify prisms due to difficulties recognizing defining characteristics and determining bases, resulting from didactic transposition issues such as oversimplified definitions, misinterpretation of concepts, and curricular limitations. At the C4 level of Bloom’s Taxonomy, students also struggle to analyze mathematical statements due to reliance on teacher-provided examples. This study contributes to mathematics education by highlighting cognitive barriers in geometric reasoning. The findings emphasize the need for instructional strategies that enhance conceptual clarity and adaptive problem-solving, ultimately fostering deeper geometric understanding.
Bridging culture and math: The Javanese calendar as an educational tool Utami, Niken Wahyu; Putri, Alfianti Kusuma
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.v7i3.681

Abstract

The Javanese calendar is familiar to Javanese people. The calendar has a contextual side that has many opportunities to be used in learning mathematics. However, the utilization of the Javanese calendar has not been comprehensively explored. This research reveals the mathematical underpinnings of the Javanese calendar and how these can be leveraged to design effective educational strategies. The research method we used was qualitative, through a review of documents containing references to the Javanese calendar and school mathematics literature. The results showed that the Javanese calendar has mathematical value for learning mathematics regarding number recognition and addition, multiples of numbers, and Lowest Common Multiple (LCM). In addition, number sets, data presentation, relations, and functions. This research implies that the Javanese calendar can be used as a context for learning mathematics in schools.
Students field independent-dependent solving surface area of square pyramid: Commognitive perspective Ningrum, Ing Diar Maswal; Lefrida, Rita; Pathuddin; Alfisyahra
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.v7i3.745

Abstract

Understanding students' cognitive processes in solving mathematical problems is crucial for improving instructional strategies and learning outcomes. However, limited studies have examined students' commognitive aspects in the context of geometric problem-solving, particularly in relation to cognitive styles such as Field-Independent (FI) and Field-Dependent (FD) tendencies. This study addresses this gap by analyzing the four aspects of commognition word use, visual mediators, narratives, and routines demonstrated by students when solving story problems on the surface area of a square pyramid. The study also explores the patterns of thinking and solution strategies employed by FI and FD students in approaching these problems. Conducted in Class VIII A at SMP Negeri 1 Sigi, the study involved two male students, one representing each cognitive style, to highlight differences in problem-solving approaches while controlling for gender. Data collection involved the Group Embedded Figures Test (GEFT) to determine cognitive style, validated problem-solving task sheets, and semi-structured interviews conducted in parallel with the written tasks. Data were analyzed using data condensation, data display, and conclusion drawing techniques. The findings indicate that FI students approach problem-solving with greater detail, clarity, efficiency, and accuracy, explicitly demonstrating all four aspects of commognition. In contrast, FD students exhibit clarity, efficiency, and accuracy but lack detail and thoroughness in their written responses. Both cognitive styles demonstrate all four commognitive aspects, with notable differences in the narrative component FI students explicitly write formulas, whereas FD students understand the formulas but do not record them in writing. These findings provide valuable insights into how cognitive styles influence mathematical problem-solving and commognitive development, offering implications for differentiated instructional strategies in mathematics education.
Exploring pre-service mathematics teachers’ thinking for solving linear programming word problems Jupri, Al; Usdiyana, Dian; Gozali, Sumanang Muhtar
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.v7i3.748

Abstract

Solving word problems in linear programming presents significant challenges, not only for secondary school students but also for pre-service mathematics teachers. This study aims to investigate the cognitive processes of pre-service mathematics teachers in solving word problems related to linear programming. To achieve this objective, a comprehensive review of mathematics textbooks designed for pre-service teachers and secondary school students, as well as the corresponding curriculum, was conducted to identify an appropriate learning sequence for this topic. Subsequently, key problems were selected to facilitate learning, and predictions regarding the cognitive processes involved in solving these problems were formulated based on Newman’s error analysis framework. Following this preparatory phase, an individual written assessment was administered to 27 pre-service mathematics teachers to examine their problem-solving approaches in linear programming word problems. The findings of this study include the identification of essential word problems in linear programming and a comparative analysis between the predicted and actual problem-solving processes exhibited by the participants. In conclusion, this study highlights the potential of cognitive process predictions in anticipating learning difficulties and informing instructional strategies. These insights can be leveraged to provide targeted support for pre-service teachers facing challenges in problem-solving and to develop pedagogical interventions aimed at enhancing their problem-solving skills.
Computational thinking skills in mathematics: A study of social arithmetic Mulyono, Budi; Hapizah; Sukanda, Dian Cahyawati
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.v7i3.759

Abstract

Computational Thinking (CT) has emerged as a fundamental skill in mathematical problem-solving, fostering logical reasoning and structured approaches to tackling complex problems. Despite its significance, the integration of CT in mathematics education, particularly in secondary school curricula, remains insufficiently explored, leading to a gap in understanding students' proficiency in CT skills. This study aims to investigate the CT abilities of seventh-grade students in solving social arithmetic problems based on four key CT indicators: decomposition, pattern recognition, abstraction, and algorithmic thinking. Data were collected through a set of problem-solving tasks designed to assess each indicator comprehensively. The findings reveal that 25% of students demonstrate high CT proficiency (score >78.12), 52% exhibit medium proficiency (score between 17.78 and 78.12), and 23% fall into the low category (score <17.78). The mean scores for each CT indicator are as follows: decomposition (53), pattern recognition (46), abstraction (40), and algorithmic thinking (53), with abstraction emerging as the weakest area. These results indicate that the majority of students possess only a moderate level of CT competence, particularly struggling with abstraction, which involves identifying critical information and disregarding extraneous details. The study underscores the necessity of developing instructional strategies that enhance students' CT skills, particularly in pattern recognition and abstraction, to foster deeper mathematical understanding and problem-solving capabilities. The findings contribute

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