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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. 2 (2025): Journal of Honai Math" : 10 Documents clear
Ethnomathematical Exploration of Two-Dimensional Geometric Shapes in Mekongga Traditional House Architecture Hidayati, Ully Hidayati
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

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This study explores two-dimensional geometric shapes found in the architectural elements of Mekongga traditional houses, focusing on walls, roofs, floors, and stairs. Using an ethnomathematical approach supported by GeoGebra-based modelling, the research identifies geometric concepts such as rectangles, iscoceles triangles, parallelograms, and trapezoid embedded in these structures. The study emphasizes how indigenous builders applied mathematical principles through culturally rooted design processes. GeoGebra was utilized to visualize the geometric shapes found in the architectural components, enabling precise exploration. The findings reveal that Mekongga traditional houses incorporate fundamental two-dimensional geometric concepts shaped by cultural wisdom. This research contributes to preserving cultural heritage while offering new perspectives for integrating ethnomathematics into mathematics education through culturally relevant and technologically enhanced learning resources.
THE IMPACT OF RADEC LEARNING MODEL ON THE PROBLEM-SOLVING ABILITY OF HIGH SCHOOL STUDENTS Mallo, Bakri; Idris, Mustamin
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

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This study aimed to determine whether the RADEC learning model with differentiated learning strategies significantly impacted the mathematical problem-solving abilities of high school students in Palu City. The research method is a quasi-experiment with an intact group comparison design. The instruments used are problem-solving ability tests and learning style questionnaires. Data were analyzed using t-test statistics and two-way ANOVA. The results showed that the RADEC learning model with differentiated learning strategies had a greater impact than the direct instruction model on the mathematical problem-solving abilities of high school students in Palu City. The mean score of problem-solving abilities of students who followed the RADEC learning model was 79.63. While the mean score of problem-solving of students who followed the direct instruction model was 50.72 the difference in the impact of the learning model was 28.91. The RADEC learning model does not provide a different impact on mathematical problem-solving abilities in high school students in Palu City based on learning styles.
The Ethnomathematics of Symmetric War-boat of Biak Tribe Sroyer, Alvian M.; Nainggolan, Jonner; Beno, Ishak S.; Reba, Felix
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

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The Wairon is a traditional warboat of the Biak tribe, characterized by its unique symmetrical structure tailored for combat navigation. This research explores the mathematical principles embedded in its construction from an ethnomathematical perspective, addressing the gap in literature on how indigenous maritime engineering reflects advanced spatial reasoning. The study aims to document and analyze the symmetrical design elements of the Wairon to uncover how Biak boatbuilders apply geometric and anthropometric logic in practice. Using an exploratory qualitative method with triangulation, data were gathered through 12 in-depth interviews with cultural experts and elder artisans, direct observations of three traditional boat-building sessions, and literature analysis of maritime knowledge. Triangulation was applied by comparing themes that emerged independently across these three data sources. The collected qualitative data were analyzed using a thematic coding framework with multiple coding cycles, focusing on patterns of symmetry, measurement techniques, and structural logic. Codes were reviewed through peer validation and saturation was reached after the third data source. Symmetry in this study is operationally defined as bilateral congruence across a central longitudinal axis, as observed in the mirrored placement of najun (crossbeams), outriggers, pegs, and bow carvings. Evidence was gathered through measurements of spatial repetition, alignment consistency, and anthropometric mapping (e.g., arm span and fathom units) used by artisans during construction. Key findings highlight that the Wairon's design reflects a high degree of symmetry not only for aesthetic or symbolic purposes but also for tactical advantages in battle, allowing seamless directional shifts. The theoretical implications contribute to the expansion of ethnomathematics by contextualizing symmetry as both a cultural logic and a navigational solution, while practically, these insights provide a model for integrating indigenous design principles into STEM education and support initiatives for digital heritage preservation and virtual reconstruction of traditional technologies
Differentiated Instruction Strategies to Improve Mathematics Learning Outcomes in Elementary School Oktavia, Windi; Asmara, Andes Safarandes; Suparman, Tarpan
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

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The purpose of this research is to determine the effect of differentiated instruction on mathematics learning outcomes for elementary school students. This research employs a quantitative method, specifically a pre-experimental design. The research design used is the one-group pretest-posttest experimental type. The research population consists of all fifth-grade students at SDN Belendung III, totaling 93 students for the 2023/2024 academic year. The sampling technique used is purposive sampling, which involves selecting samples based on specific criteria. The research sample consists of 43 fifth-grade students from SDN Belendung III. The research instrument used is an essay test consisting of 10 questions. Data analysis was conducted using SPSS version 24. Additionally, based on hypothesis testing with a t-test, the results show that the calculated t-value of 42.187 is greater than the critical t-value of 2.02 (42.187 > 2.02), indicating that H0 is rejected and H1 is accepted. This demonstrates that there is a significant effect of differentiated instruction on mathematics learning outcomes for elementary school students.
Students Conceptual Mode and Analytical Thinking: Its Role During Mathematical Problem Posing and Solving Patac, Adriano Jr; Patac, Louida
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

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The purpose of this study is to identify pseudo-conceptual or pseudo-analytical thought processes used by the students during the problem-posing and problem-solving activity. Students’ problem-solving strategies used in solving routine and guided method for problem-posing are analyzed using the frame of superficial similarities and fussy memory. Fifteen (15) university students enrolled in "Exploring, Investigating and Modelling Mathematics for Secondary Teaching” participated in the study. Results showed that most routine problems are solved by imitating the procedure, while guided transformed problems occurred in erroneous solution. The identification of a superficial similarity during problem-posing while failing to recognize that the previously solved equations are structurally distinct from the newly given equation, leads students to employ an inappropriate solution method (imitating). Analysis of students solved problems viewed from conceptual and analytical lens of teaching mathematics is related to the importance of developing deep understanding and critical thinking when posing problem needed for solving.
Students’ and Teacher’s Difficulties in Dealing with Real-context Problem: a Case Study Fardah, Dini Kinati; Kusumah, Yaya Sukjaya
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

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One of the goals of students studying mathematics is so that students have the ability to solve everyday problems. This ability leads to what is known as mathematical literacy. This article aims to describe the difficulties of teachers in activating mathematical literacy in the classroom and the difficulties of students in solving real-world context problems. This is a case study in a private school in Bandung, Indonesia. Eighteen students and their mathematics teachers were selected as subjects in this study. The results showed that students had difficulty understanding problems, especially non-routine problems that related to real-world contexts, even though they claimed to be familiar with the context given. In addition, students also had difficulty with the prerequisite material to solve the contextual problems given. Facing problems that they were unfamiliar with caused their confidence in solving problems to decrease when compared to their initial level of confidence. Meanwhile, for teachers, students' low reading interest, low reading comprehension, and low reasoning ability were problems for them. Designing a series of activities brought from real-world contexts in open-ended problem types that require reasoning and higher-order thinking skills can be a tool for students to develop mathematical literacy and can help teachers to implement it in their classrooms.
The The Critical Thinking Ability of Junior High School Students in Numeracy Learning Assisted by Augmented Reality on the Topic of Rectangular Prisms Muhammad Ridho Rahman
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

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This study aims to describe the critical thinking ability of junior high school students in numeracy learning assisted by Augmented Reality (AR) technology on the topic of rectangular prisms. Critical thinking is an essential 21st-century skill that involves interpretation, analysis, evaluation, and inference. However, based on the PISA 2019 survey, Indonesian students ranked 74th out of 79 countries in mathematical literacy, indicating the need for innovative teaching approaches. AR technology was utilized in this study to enhance students' understanding and engagement in learning. The research employed a descriptive qualitative approach involving 29 students from Class VIII.6 of SMP Negeri 57 Palembang. Data were collected through written tests and interviews, using Facione's critical thinking indicators to evaluate students' abilities. The results revealed that students demonstrated a moderate level of critical thinking ability, with an average score of 66.62. The percentages of achievement for each indicator were as follows: interpretation (87.06%), analysis (61.20%), evaluation (66.37%), and inference (51.72%). The findings suggest that the use of AR technology enables students to visualize three-dimensional geometric shapes interactively, which enhances their understanding and engagement. It is recommended that AR technology be applied to other mathematical topics to further develop students' critical thinking skills and improve learning outcomes.
Students' ability of understanding concepts and computational skill based on learning styles in the discovery learning model Hapsari, Rania Febri; Kuswardi, Yemi; Andriatna, Riki
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

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This study aims to determine the effect of discovery learning model on conceptual understanding and computational skills based on students' learning styles. This research is a quasi-experiment. The samples used in this study were two classes, namely the experimental class using the discovery learning model and the control class using the direct learning model. The sampling technique was cluster random sampling. Data collection used a test method to measure the ability to understand concepts and computational skills and a questionnaire to categorize students' learning styles. The data analysis technique used multivariate analysis of variance (MANOVA). The results showed that: (1) conceptual understanding and computational skills who were given discovery learning was significantly better than students who were given direct learning; (2) there is no difference in conceptual understanding and computational skills of visual, auditory, and kinesthetic learning style students; (3) in visual, auditory, and kinesthetic learning styles, discovery learning produces better conceptual understanding and computational skills than direct learning; and (4) in discovery learning and direct learing, there is no difference in concept understanding and computational skills of visual, auditory, and kinesthetic learning style students.
Creative Problem-Solving Tasks and Mathematical Creativity: A Second-Order Construct Approach Purwati, Purwati; Wulandari, Tri Candra; Soemantri, Sandha
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

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This study aimed to address a research gap by examining the effect of Creative Problem-Solving Tasks (CPST) on students’ creative self-efficacy and creative thinking ability in solving integer operation problems. A quasi-experimental design with a pretest-posttest non-equivalent control group was employed, involving 60 seventh-grade students from two public junior high schools. Participants were divided into an experimental group (CPST-based instruction) and a control group (conventional instruction). Instruments included a creative self-efficacy questionnaire and an open-ended mathematical creative thinking test contextualized in integer operations. Data were analyzed using independent sample t-tests and confirmatory factor analysis. The t-test results showed significant differences between the experimental and control groups in both self-efficacy scores (t(58) = 11.56, p < 0.001) and creative thinking ability (t(58) = 5.22, p < 0.001). The experimental group demonstrated consistent improvement in the dimensions of fluency, flexibility, and originality. Confirmatory factor analysis supported the structure of mathematical creativity as a second-order construct. These findings indicate that implementing CPST in mathematics instruction significantly enhances students’ confidence and fosters the development of creative thinking simultaneously. The implication of this study highlights the importance of instructional approaches that integrate both affective and cognitive dimensions to support mathematical creativity, particularly in complex topics such as integer operations.
Optimizing Statistics Education: Analyzing Students' Perceptions Of SPSS Usage Cipta, Eliva Sukma
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

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This study explores the impact of using SPSS (Statistical Package for the Social Sciences) in statistics learning through an analysis of students' perceptions. Given the importance of statistics in various disciplines, understanding how SPSS affects students' learning outcomes and experiences is essential. Using a mixed-methods approach, quantitative surveys and qualitative interviews were conducted with students taking statistics courses that use SPSS. The findings of this study indicate that the application of SPSS makes a significant contribution to statistics learning, both in terms of usefulness and ease of use. These findings suggest that integrating SPSS into the statistics learning curriculum is an effective step to improve the quality of education in higher education environments.

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