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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. 8 No. 1 (2025): Journal of Honai Math" : 10 Documents clear
Exploring Honai construction as a resource for mathematics learning Kho, Ronaldo; Tandililing, Pitriana; Yektiningtyas, Wigaty
Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i1.785

Abstract

Cultural heritage plays a critical role in providing context for mathematical learning, offering opportunities to enhance both academic understanding and cultural appreciation. However, there is a gap in integrating ethnomathematical knowledge into formal education, particularly in connecting local cultural practices with abstract mathematical concepts. This study addresses this gap by examining the ethnomathematics of the Dani community, focusing on the construction of the Honai, a traditional structure that reflects the community's indigenous knowledge and craftsmanship. The research aims to identify and analyze the mathematical concepts embedded in the Honai's construction, thereby demonstrating how these principles can inform culturally responsive mathematics education. Using a qualitative ethnographic methodology, data were collected through participant observation, in-depth interviews with traditional builders and community elders, and document analysis. The findings reveal that the Honai incorporates various mathematical principles, including circular geometry in its base, conical or paraboloid shapes in its roof, and non-standard measurement techniques based on body spans and visual alignment. These results highlight the rich geometric, proportional, and spatial reasoning inherent in the Honai's design and construction. The study demonstrates that incorporating the Honai's construction principles into mathematics instruction can enhance student engagement and deepen conceptual understanding by linking abstract concepts to culturally significant practices. This culturally responsive approach not only bridges traditional knowledge with academic content but also fosters pride in cultural identity. By leveraging cultural artifacts like the Honai, this research contributes to the development of inclusive and effective educational strategies that enrich mathematics teaching and learning.
How to make “Sumedang” tofu: An ethnomathematics context from West Java Putra, Harry Dwi; Ramdhani, Sendi
Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i1.690

Abstract

Mathematics is one of the subjects that involves abstract concepts, which often poses difficulties for students in understanding the material. One solution to address these challenges is to connect mathematical concepts to students' everyday lives. Sumedang Tofu is a traditional food that is already familiar to students. The abstract mathematical concepts can be understood contextually through the production of Sumedang Tofu. This study aims to explore the mathematical concepts involved in the production of Sumedang Tofu that can be utilized in contextual learning. The research method employed is qualitative descriptive with an ethnographic approach. The research instruments consist of observation sheets, interview guidelines, and documentation sheets. Data collection techniques include direct observation at the Sumedang Tofu production site, interviews with Sumedang Tofu craftsmen, and photographs of the tools used in the production process. The collected data were analyzed using triangulation. The results indicate that in the production of Sumedang Tofu, there are concepts of flat shapes, such as squares and rectangles, as well as three-dimensional shapes, including cubes, rectangular prisms, and open-top cylinders. Additionally, concepts of division, proportionality, and congruence are also present. Sumedang Tofu can serve as a medium for contextual learning in teaching these mathematical concepts.
Learning proof of trigonometric identities with ChatGPT Fitri, Putih; Hartono, Yusuf; Meryansumayeka, Meryansumayeka
Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i1.755

Abstract

The integration of artificial intelligence (AI) into mathematics education has demonstrated potential in enhancing students’ conceptual understanding and reasoning abilities, particularly in the context of mathematical proof. Despite these advancements, limited research has investigated the use of AI-based language models such as ChatGPT to support students in learning the logical structure of trigonometric identity proofs, which remain a challenging topic for many learners. To address this gap, this study introduces a novel learning trajectory assisted by ChatGPT aimed at improving students’ abilities in constructing and understanding trigonometric proofs. Employing a validation study design, the research was conducted in three phases: experimental preparation, experimental design, and retrospective analysis. Data were collected through observations, interviews, document analysis, and written tests, and analyzed qualitatively. A total of 50 eleventh-grade students engaged in three learning activities: studying proofs with ChatGPT-generated explanations, interacting directly with ChatGPT to explore proof strategies, and independently solving proof tasks without AI assistance. The findings indicate that ChatGPT effectively supports students in comprehending the logical steps involved in proof construction, enhances their engagement with mathematical reasoning, and promotes deeper understanding of trigonometric identities. These results highlight the potential impact of conversational AI tools in fostering proof-based thinking and enriching mathematics instruction at the secondary education level.
The effectiveness of the 'matahari' method in improving basic arithmetic skills of junior high school students Sutarman Borean; Sinambela, Mindo Hotmaida; Marlince Anggelina Siep; Risnauli Y. Nainggolan; Tresya Palungan
Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i1.765

Abstract

The persistent disparity in students’ mastery of basic arithmetic concepts presents a critical challenge in mathematics education, particularly in regions with limited pedagogical resources. While traditional approaches often fall short in addressing foundational numerical skills, there is a lack of practical, culturally adaptable methods tailored to early secondary learners. This study introduces the "Matahari" method an acronym for Matematika Hitung Jari as a novel instructional strategy that integrates finger-counting techniques with repetitive practice to enhance arithmetic fluency. The primary aim of this research is to examine the effectiveness of the Matahari method in improving the basic arithmetic skills of seventh-grade students at SMP Biji Sesawi Wamena. Employing a quasi-experimental design with a non-equivalent pretest-posttest control group, the study used random sampling to assign students to experimental and control classes. Validated instruments were utilized for data collection, including tests, questionnaires, observations, interviews, and documentation, while data analysis was conducted using One-Way ANOVA and t-tests. The findings revealed a statistically significant improvement in the arithmetic performance of the experimental group, with an average gain of 14.31 compared to 5.46 in the control group. Moreover, the method received highly favorable responses from both students (87.35%) and teachers (78.33%). These results suggest that the Matahari method holds substantial pedagogical value in enhancing numeracy skills and offers a culturally relevant solution for addressing foundational learning gaps in mathematics.
Designing Learning Trajectory on Ratio and Proportion through PMRI with the Indonesian Traditional Food Context Lucy Asri Purwasi; Zulkardi; Ratu Ilma Indra Putri; Ely Susanti
Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i1.787

Abstract

Mastery of the concepts of ratio and proportion is essential in mathematics education, as it underpins students’ ability to develop logical reasoning and proportional thinking skills critical for advanced mathematical understanding. Despite its importance, students often struggle with these concepts due to the lack of learning activities that meaningfully connect mathematics to real-life contexts and cultural relevance. This disconnect highlights a gap in instructional approaches that fail to bridge abstract mathematical content with students’ lived experiences. Addressing this issue, the present study introduces a novel integration of the Pendidikan Matematika Realistik Indonesia (PMRI) approach with local cultural context, specifically the traditional Sumatran dish, namely lemang, to enhance students' conceptual grasp of ratio and proportion. The study aims to design and implement a PMRI-based learning sequence centered on the lemang context to facilitate meaningful learning experiences among junior high school students. Employing a design research methodology, the study involved seventh-grade students at SMP IT An-Nida Lubuklinggau, with data collected through student activity sheets (SAS), classroom observations, interviews, and documentation. Findings indicate that the integration of PMRI with the lemang context significantly supports students' progressive understanding of ratio and proportion, fostering both cognitive engagement and cultural appreciation. This research contributes to the enrichment of mathematics education by demonstrating how culturally contextualized PMRI designs can promote deeper learning and affirm the relevance of mathematical knowledge in students' everyday lives.
Hypothetical learning trajectory on cylinder with Bloom's taxonomy perspective Jannah, Hamida Izatul; Amir, Mohammad Faizal
Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i1.848

Abstract

Students’ persistent difficulties in understanding three-dimensional geometric figures, particularly cylinders, due to limited spatial visualization and difficulty identifying relationships among their elements, such as cylinder nets. These difficulties are often rooted in traditional instructional practices that emphasize procedural tasks over conceptual development. Despite various interventions, there remains a lack of structured instructional models based on cognitive development frameworks to support students’ conceptual growth in geometry. Addressing this gap, the present study aims to develop and evaluate a Hypothetical Learning Trajectory (HLT) grounded in Bloom’s taxonomy to enhance students' understanding of cylinders. This study employed a design research methodology consisting of three phases: preliminary design, design experiments, and retrospective analysis. Two experimental cycles were conducted with 28 fifth-grade students, categorized into low, moderate, and high levels of understanding. Data were collected through classroom observations, student worksheets, tests, and interviews, and analyzed qualitatively. The HLT consisted of four key learning activities: modeling a cylinder, identifying its elements, constructing the net, and solving application problems, mapped to Bloom’s cognitive levels of remembering, understanding, and applying. Findings revealed that students showed significant improvement in the first three activities, with increased spatial reasoning and conceptual clarity. However, difficulties persisted in the final activity involving reasoning and problem-solving. The results indicate that the proposed Bloom’s taxonomy-based HLT offers a systematic framework for guiding geometry instruction. This study contributes a practical and theoretically grounded instructional model that can support teachers in designing adaptive learning experiences. Further research is recommended to explore its application across diverse topics and student groups.
Enhancing students’ mathematical thinking through culturally responsive algebra instruction using interactive Google Slides Dosinaeng, Wilfridus Beda Nuba; Leton , Samuel Igo; Djong, Kristoforus Djawa; Uskono, Irmina Veronika; Jagom, Yohanes Ovaritus; Lakapu, Meryani
Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i1.852

Abstract

Algebra plays a vital role in developing students' higher-order thinking skills; however, in many junior high schools, algebra instruction remains focused on mechanical procedures rather than conceptual understanding and contextual problem solving. This approach limits students' ability to engage meaningfully with mathematical content, particularly in culturally diverse classrooms where learning materials often lack relevance to students’ lived experiences. To address this gap, this study presents the development of culturally grounded algebra learning materials using Google Slides, chosen for its accessibility, interactivity, and collaborative features, which offer distinct advantages over conventional static media. The study employed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model within a Research and Development (R&D) framework to systematically design and evaluate the learning materials. Conducted with seventh-grade students at SMP Lorotuan using a pretest-posttest design, the results revealed a significant increase in student achievement, with scores improving from 45.36 to 86.61 and an N-Gain value of 0.42, classified as moderate by Hake’s standard. Observations and survey data confirmed the materials’ practicality and strong cultural relevance, with students awarding a perfect cultural relevance score (560/560) and reporting increased appreciation for their local culture. This study concludes that integrating local wisdom into interactive algebra instruction can effectively enhance students’ mathematical understanding and cultural identity. The findings support the continued development of culturally responsive digital learning tools that address diverse student needs and promote equitable mathematics education.
Enhancing elementary student’s numeracy skills through ethnomathematics-based learning: An analysis of minimum competency assessment results Larasati, Izah; Pramasdyahsari, Agnita Siska; Harun, Lukman
Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i1.861

Abstract

The persistent issue of low numeracy skills among elementary school students remains a critical challenge in mathematics education, particularly in contexts where conventional pedagogical approaches fail to connect mathematical concepts to students' lived experiences. Despite growing advocacy for culturally responsive teaching, limited empirical evidence exists regarding the integration of ethnomathematics within the Mathematics Contextual Approach (MCA) to address this gap. This study introduces a novel instructional strategy by embedding ethnomathematics-based learning into the MCA framework to enhance numeracy skills through culturally and contextually relevant mathematics instruction. The research aimed to examine the effectiveness of this integrated approach at SD Negeri 04 Temuireng using a quasi-experimental one-group pretest-posttest design involving 30 fifth-grade students. Data were collected through test and non-test instruments, with numeracy assessments based on the government-developed MCA test. Statistical analysis utilizing a paired sample t-test revealed a significant improvement in students’ numeracy skills, with mean scores increasing from 27.83 (pretest) to 56.17 (posttest), a Sig. (2-tailed) value of 0.000, and an average N-gain of 0.3696. These findings underscore the potential of ethnomathematics-based learning to foster a deeper understanding of mathematical concepts by leveraging students' cultural knowledge and real-world experiences. The results contribute to the discourse on curriculum innovation by highlighting the role of ethnomathematics in developing meaningful, contextualized, and equitable mathematics education practices.
Teachers' perspectives on the challenges of teaching mathematics in South Africa Agyeman, Nana Yaw Brenya; Thami Isaac Makhoba; Nomxolissi Mitsi; Avela Ngqungunza; Lunglwa Nqoma; Shakespear Chiphambo
Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i1.865

Abstract

This study addresses the persistent challenges encountered by South African teachers in mathematics instruction at the intermediate phase level. It specifically explores teachers' perceptions of the factors that hinder effective mathematics teaching in intermediate-phase schools within the Chris Hani District. The primary objective of the study was to examine teachers’ perspectives and the contextual conditions influencing instructional practices, with the aim of informing targeted interventions. A qualitative research approach was employed, utilizing a phenomenological design to explore the lived experiences of the participants within their cultural and social contexts. Purposive sampling was used to select eight participants with substantial experience in teaching at the intermediate phase level. Data were collected through semi-structured interviews, which provided a balance between flexibility and depth, allowing for the exploration of participants’ insights. Thematic analysis was conducted to identify recurring themes and patterns within the data. One of the key findings was that teachers struggled to meet the individual learning needs of students. Participants also expressed concerns about the unrealistic demands of the curriculum and emphasized the urgent need for curriculum reform. These challenges highlight the necessity of implementing strategies to enhance the quality of mathematics teaching. The study recommends increased investment in professional development programs focused on mathematics education and calls for curriculum reform initiatives led by educational authorities to address teachers’ concerns, particularly regarding workload. In addition to improving instructional practices, these reforms should address broader systemic issues that impede effective mathematics instruction. Overall, this study contributes to the growing body of knowledge on the challenges facing mathematics education in South Africa and underscores the need for contextually responsive policy interventions.
The impact of GeoGebra AR on students' geometric thinking based on Van Hiele theory Ruslau, Maria Fransina Veronica; Oswaldus Dadi; Nurlianti
Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i1.871

Abstract

Traditional instructional approaches to teaching three-dimensional (3D) geometric shapes are often ineffective in promoting student engagement and deep conceptual understanding of geometric principles. This study investigates the integration of GeoGebra Augmented Reality (AR) as an innovative pedagogical tool for the enhancement of 3D geometry instruction and assesses its effectiveness in developing students' geometric thinking, based on Van Hiele’s theoretical framework. A series of interactive learning lessons facilitated students interactive with 3D models and dynamic simulations, aimed at fostering more robust conceptual understanding. The research employed a one-group pretest-posttest design involving 60 secondary school students who participated in geometry learning using GeoGebra AR. Data were collected through a geometric thinking test and categorized according to Van Hiele’s level taxonomy. Statistical analysis using the Wilcoxon signed-rank test revealed a significant improvement in students' geometric thinking levels following the intervention (p < 0.05), leading to the rejection of the null hypothesis. These findings provide empirical support for the effectiveness of GeoGebra AR in advancing students’ Van Hiele levels and enhancing their comprehension of geometric concepts. These results highlight the potential of GeoGebra AR as a pedagogically valuable tool for supporting students’ cognitive development in geometry and increasing their engagement in mathematics learning. Further investigations are recommended to examine the long-term impacts of GeoGebra AR across diverse educational contexts and demographic settings.   

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