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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. 8 No. 3 (2025): Journal of Honai Math" : 6 Documents clear
Enumeration rules and numeracy problems in tourism activities Putra, Aan; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Laswadi, Laswadi
Journal of Honai Math Vol. 8 No. 3 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i3.980

Abstract

School mathematics is designed to equip students with foundational mathematical knowledge while simultaneously fostering mathematical literacy, including numeracy, essential for effective problem-solving. Achieving these objectives requires students to engage with mathematics through contexts that are relevant to their prior knowledge and lived experiences, thereby facilitating a more meaningful mastery of mathematical concepts and literacies. The tourism sector offers a rich context for such engagement, presenting opportunities to connect enumeration rules and numeracy with real-world scenarios. This study investigates the integration of enumeration rules and numeracy through tourism-based learning activities situated in Kerinci, Jambi. The aim is to inform the development of learning resources that are locally relevant and reflect the authentic experiences of students. Employing an exploratory qualitative methodology, this research involved field observations and semi-structured interviews with local tourism practitioners and mathematics educators. Thematic analysis was conducted to identify genuine tourism-related activities in Kerinci that illustrate the application of enumeration principles and numeracy skills. Findings indicate that a range of tourism activities including selecting transportation modes, accommodations, destinations, travel routes, and tourist attractions are inherently linked to enumeration (determining the number of possible choices) and numeracy (applying quantitative reasoning to make optimal decisions). By situating enumeration and numeracy within everyday tourism practices, this study demonstrates how local contexts can enhance mathematics instruction. The results provide a foundation for future design research focused on developing and evaluating instructional trajectories that incorporate local tourism scenarios into mathematics teaching, particularly regarding enumeration and numeracy concepts.
Culturally Responsive Mathematics Education: Utilizing the Traditional Paser Game as A Promising Context in Teaching Probability and Statistical Concepts Rahmah, Nada Auliya; Prahmana, Rully Charitas Indra; Payadnya, I Putu Ade Andre; Astuti, Dwi
Journal of Honai Math Vol. 8 No. 3 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i3.1063

Abstract

Despite the growing recognition of ethnomathematics in enriching student learning experiences, few studies have explored the mathematical content, particularly probability and statistics, embedded within specific indigenous Javanese games. This research addresses this oversight by focusing on the traditional game of Paser, an ancestral practice from Yogyakarta, offering a unique empirical bridge between local cultural philosophy and advanced mathematical concepts. The study aims to systematically identify and analyze the representations of probability and statistical reasoning inherent in the Paser gameplay. Data were rigorously gathered through ethnographic methods, specifically using participant observation, documentation, and semi-structured interviews with cultural practitioners. The findings demonstrate that Paser effectively integrates elements of probability, statistical distribution, and symbolic meaning. A key discovery is the profound link between the Javanese philosophy of hening-hening (inner calm) and an intuitive strategic approach to managing statistical variability, showcasing a deep integration of cultural values and mathematical reasoning. These insights highlight Paser's substantial potential as a contextual medium for developing culturally responsive mathematics education. By situating probability and statistics within a familiar cultural practice, this study not only contributes significantly to the ethnomathematics literature but also provides a tested model for strengthening students' appreciation of their cultural heritage alongside their mathematical literacy.
Relationships among Achievement Emotions, Mathematical Problem-Solving Beliefs, and Metacognition in Indonesian High School Students Rafiq Zulkarnain; Kadarisma, Gida
Journal of Honai Math Vol. 8 No. 3 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i3.885

Abstract

Mathematics learning is influenced not only by cognitive factors but also by affective components such as emotions, beliefs, and metacognition. However, limited research has explored how achievement emotions interact with mathematical problem-solving beliefs and metacognition, particularly among Indonesian students. This study examine the relationships between achievement emotions, mathematical problem-solving beliefs, and metacognition in 750 Indonesian high school students from 10th and 11th grades. The Participants completed questionnaires measuring achievement emotions (in classroom and test contexts), mathematical problem-solving beliefs, and metacognitive components awareness, cognitive strategies, planning, and self-checking. The findings demonstrated substantial associations among these elements: positive emotions, particularly enjoyment and pride, reinforced both problem-solving beliefs and metacognition, while negative emotions like anxiety and anger impaired them during mathematical problem-solving tasks. The outcomes emphasize the critical role of developing positive emotions such as enjoyment and pride while diminishing negative emotions, particularly anxiety, in enhancing students' metacognitive skills and mathematical problem-solving performance. In addition, this study supports the Control-Value Theory of Achievement Emotions by empirically validating that mathematical problem-solving beliefs act as intermediaries between emotions and metacognitive processes.  This contribution offers new theoretical insight into how affective factors shape higher-order cognitive regulation, providing a novel understanding of the emotional foundations of mathematics learning in the Indonesian context. These findings emphasize the importance of emotions in shaping students' engagement with mathematics and highlight the need for teaching strategies that promote emotional well-being alongside cognitive development.
Beyond Straight Lines: Contextualizing Lobachevsky's Parallel Postulate Through the Geometry of the "Bubu" Fishing Gear Anggoro, Abdurrobbil Falaq Dwi; Wardono, Wardono; Mariani, Scolastika; Susilo, Bambang Eko
Journal of Honai Math Vol. 8 No. 3 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i3.974

Abstract

The axiom of Lobachevsky's parallelism is one of the topics that students often find difficult. The purpose of this research is to design a learning trajectory about the Lobachevsky axiom of parallelism using the context of a valid, practical and effective traditional fishing gear "bubu". This research applies development studies which consist of three main phases: preliminary study: analysis and exploration; prototype development: design and construction; and the last stage of assessment: evaluation and reflection. The results of the study show that the learning trajectory of the Lobachevsky equation axiom using the context of traditional fishing gear "bubu" is valid, practical and effective to improve problem-solving skills for mathematics education students. The conclusion is that there are six steps to the learning trajectory, namely: First, identification of problems with the local cultural context; Second: representation of problems; Third: make a settlement plan; Fourth: implementing the plan; Fifth: evaluate the solution of the problem; and lastly, make a conclusion about the axiom of Lobachevsky's parallelism.
Ethnomathematical exploration: Mathematical concepts in the Kolong pigeon game Zuliana, Eka; Nugroho, Femas Anggit Wahyu
Journal of Honai Math Vol. 8 No. 3 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Ethnomathematics, as an interdisciplinary field, emphasizes the fundamental integration of mathematics with cultural practices and knowledge systems. Indonesia's multicultural context provides exceptional opportunities for ethnomathematical investigation, particularly within the domain of culturally embedded games and recreational practices. This study examines the mathematical concepts embedded within the Kolong pigeon game, a traditional cultural practice documented during a regional Kolong pigeon competition held in Gondoharum, Kudus, Jawa Tengah, Indonesia. Employing a qualitative research design grounded in realist ethnographic methodology, data were collected through structured interviews, systematic observation, and comprehensive documentation. Data validity was established through triangulation techniques, cross-referencing findings from interviews, observational field notes, and documentary evidence. Data analysis followed a qualitative analytical framework consistent with Cresswell's approach to qualitative data interpretation. The findings reveal that the Kolong pigeon game demonstrates extensive utilization of geometric concepts, particularly two-dimensional and three-dimensional spatial representations within the game arena. These include explicit applications of symmetry, rectangular and square configurations, cubic and cylindrical shapes. Additionally, the study identified significant implementation of angular concepts within the formal rules governing players' body positioning and spatial orientation. These findings advance ethnomathematical scholarship by illuminating mathematical structures within culturally contextualized games and provide empirically grounded resources for pedagogical integration of cultural games into mathematics instruction.
Designing Snack-Based PMRI Problems to Support Elementary Students’ Understanding of Weight Measurement Lisnani; Setiawan, Adrianus Danang; Sunzuma , Gladys; Tanujaya, Benidiktus; Fadhil, Zidni Naufal
Journal of Honai Math Vol. 8 No. 3 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i3.1035

Abstract

Snacks, which are frequently encountered by elementary school students in their everyday lives, offer a meaningful context for learning about weight measurement. This study aims to design and develop weight measurement problems within the framework of the Indonesian Realistic Mathematics Education known as PMRI approach, with the goal of producing snack-based contextual tasks that are valid, practical, and instructionally effective. The research adopted a development-oriented design research methodology comprising two main phases: a preliminary phase and a formative evaluation phase. Participants included three students in the one-to-one stage, six students in the small-group stage, and seventeen students in the field test stage. Data were collected through document analysis, walkthroughs, classroom observations, interviews, and written assessments. The study yielded ten validated snack-based weight measurement problems for use in elementary mathematics classrooms. These products can support teachers in implementing contextual instruction on weight measurement and provide a basis for future research on the development of student worksheets grounded in contextual learning.

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