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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.
Arjuna Subject : -
Articles 124 Documents
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Integrating South Sumatera’s local wisdom context into statistical literacy education: An exploration study Utari, Rahma Siska; Putri, Ratu Ilma Indra; Zulkardi, Zulkardi; Hapizah, Hapizah
Journal of Honai Math Vol. 7 No. 2 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i2.653

Abstract

Statistical literacy is an essential skill for prospective teachers, as it equips them to become effective educators in an increasingly complex and multicultural society. However, many prospective teachers currently exhibit insufficient proficiency in this area. To address this issue, it is imperative to develop educational programs that prioritize statistical literacy to prepare students to be informed global citizens. This study explores the integration of South Sumatra's local wisdom into statistical literacy education, providing a culturally relevant context for enhancing these skills. The research employs a descriptive qualitative approach consisting of four key stages: problem identification, inductive theorizing, hypothesis testing through observational data, and the processes of replication and refinement. Data collection methods included interviews and observations, which were analyzed qualitatively using triangulation techniques. The findings suggest that incorporating South Sumatra's local wisdom into statistical literacy education is feasible, provided the context meets specific criteria, such as it is rooted in the local wisdom of South Sumatra, it is meaningful and relevant to students, it holds significance for the student's learning experience, it actively engages students in classroom activities, it fosters students' abilities to articulate opinions on civic statistics and their social implications, and it involves statistical scenarios that can be effectively integrated into educational activities. This exploratory study contributes to the theoretical development of statistical literacy education by integrating local wisdom, specifically from South Sumatra, and by introducing these cultural elements to both national and international audiences.
Preservice teachers studying video narratives of student argumentation Van Ness, Cheryl K.; Maher, Carolyn A.
Journal of Honai Math Vol. 6 No. 2 (2023): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v6i2.443

Abstract

National Standards in the teaching of mathematics call for teachers to pay attention to the nature of student problem solving and argumentation in learning mathematics. In order to attend to student argumentation, resources are needed in which student argumentation can be observed. This paper reports the result of a preservice-teacher intervention study in which teachers described student argumentation in a video narrative before and after instruction, which included video narratives designed to highlight argumentation. Pre- and post-assessment of teachers’ identification of student argumentation used a mixed-methods analysis to investigate growth in noticing more of children’s argumentation across a video narrative that was created with 15 video clips that displayed student argumentation in the classroom. Results showed that growth occurred in cycles that described shorter argumentation stories within the longer narrative. On average, over 85% of the teachers consistently exhibited growth at the end of a cycle of 3 to 6 video clips that provided a complete story of several children’s argumentation, in contrast to growth on specific clips that showed a particular child’s argument. Results suggest the enhanced value of using video episodes that reveal complete stories of student argumentation in a classroom for teacher intervention.
Realistic mathematics education combined with guided discovery for improving middle school students’ statistical literacy Hakim, Titi Adriani; Setyaningrum, Wahyu
Journal of Honai Math Vol. 7 No. 2 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i2.564

Abstract

Statistical literacy is essential for students to evaluate and mitigate the spread of biased information critically and to make well-informed decisions grounded in data. Despite its recognized significance, many students face challenges in grasping statistical concepts. While Realistic Mathematics Education (RME) has demonstrated efficacy in enhancing overall mathematics learning outcomes, its specific influence on statistical literacy remains underexplored. This study sought to evaluate the effectiveness of integrating RME with guided discovery and Quizizz to enhance statistical literacy among middle school students. This approach utilized real-world contexts, facilitated active exploration, and provided personalized feedback to foster deeper understanding and engagement. Employing a pre-experimental design, the study involved 26 eighth-grade students and utilized a one-group pretest-posttest framework. The results indicated that post-test scores met the established passing criteria, with over 85% of students achieving classical completeness in learning. These results highlight the effectiveness of combining RME with guided discovery and Quizizz in advancing statistical literacy among middle school students. This research offers valuable insights into effective instructional strategies for promoting statistical literacy and provides practical implications for educators and curriculum developers aiming to innovate educational practices.
Mathematical Concepts in Bening and Woven of Dayak Kenyah Community Darmayasa, Jero Budi; Netiana, Irnovita; Ibut, Novina
Journal of Honai Math Vol. 6 No. 1 (2023): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v6i1.402

Abstract

Learning mathematics requires a relevant context. Utilization of the right context can increase the connection between mathematics and other fields of science. One of the contexts that can be used is the cultural context. However, there are not many cultural contexts of the people of North Kalimantan that can be used in learning mathematics. Therefore, it is necessary to conduct qualitative research to explore mathematical concepts in Bening and Anyan of the Dayak Kenyah Community. This research is ethnographic research using the spiral model data analysis technique. Based on the results of the data analysis, it was found that there is a concept of tube volume, tube surface area, and tube nets in Bening. In addition, representations of tubes and prisms were also found in the form of Dayak Kenyah Woven. These findings can be used to enrich the process of learning mathematics at the primary or secondary education level, including at Vocational High Schools. The findings of this study can enrich the cultural context of learning mathematics and enable learning mathematics to be more meaningful.
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.
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.
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.
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.

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