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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 129 Documents
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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.   
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i2.872

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i2.588

Abstract

Mathematics learning in elementary schools often faces persistent challenges arising from the heterogeneity of students’ abilities and learning needs, which frequently hinder the achievement of optimal learning outcomes. Although differentiated instruction has been widely recognized as a promising pedagogical approach for addressing learner diversity, empirical evidence on its effectiveness in mathematics education at the elementary level particularly within the Indonesian context remains limited. This study contributes to filling this gap by examining the impact of differentiated instruction on the mathematics learning outcomes of elementary school students. Employing a quantitative approach with a pre-experimental one-group pretest–posttest design, the study involved 43 purposively selected fifth-grade students from SDN Belendung III during the 2023/2024 academic year. Data were collected through pretest and posttest essay assessments consisting of 10 items and analyzed using SPSS version 24 with a paired sample t-test. The analysis revealed a significant improvement in students’ learning outcomes, with a calculated t-value of 42.187 exceeding the critical value of 2.02, thereby confirming the positive effect of differentiated instruction. These findings highlight the potential of adaptive teaching practices to enhance students’ conceptual understanding and problem-solving skills in mathematics. The study underscores the importance of implementing evidence-based differentiation strategies to promote more inclusive and effective mathematics instruction. The results also provide a foundation for future research to investigate the long-term sustainability of differentiated instruction, its role in shaping students’ attitudes toward mathematics, and the comparative efficacy of specific differentiation techniques.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i2.749

Abstract

In mathematics education, learners frequently rely on procedural imitation when solving problems, even in contexts that demand deep conceptual understanding. This tendency can obscure underlying structural reasoning, yet the extent to which surface-level cues constrain preservice teachers’ mathematical reasoning remains underexplored. Addressing this gap, the present study investigates how third-year secondary mathematics preservice teachers engage with problems requiring conceptual insight while highlighting potential limitations of procedural imitation. The study involved 15 preservice teachers at a state university during the 2023–2024 academic year. Data were collected using multiple standardized instruments, including a Weekly Log-Journal template, End-of-Week Summary sheets, an Instructor Field-Note protocol, and post-task semi-structured interviews, all validated by experts for clarity and content. Credibility was ensured through triangulation and double coding. Analysis employed directed content analysis with theory-informed a priori codes, refined inductively, alongside reflexive thematic analysis and descriptive cross-case synthesis. Findings revealed that routine problems were predominantly addressed through familiar procedures, with learners focusing on surface similarities in equations, leading to errors and the use of spurious methods. These results suggest that superficially correct solutions may mask inadequate structural understanding, underscoring the necessity of cultivating representational fluency, critical thinking, and deeper conceptual knowledge. To address this, problem-posing rubrics should explicitly define invariant conditions and learning objectives to differentiate isomorphic from non-isomorphic situations and reduce superficial copying. The study’s implications extend to instructional design, advocating interventions that promote structural thinking and computational reasoning. Future research may include quasi-experimental investigations, longitudinal tracking of preservice teachers’ practicum performance, and the integration of tools such as GeoGebra, generative AI software, and spreadsheet packages to enhance structural reasoning and procedural flexibility.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i2.828

Abstract

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 critical thinking ability of junior high school students in numeracy learning assisted by augmented reality on the topic of rectangular prisms Muhammad Ridho Rahman; Meryansumayeka
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i2.839

Abstract

The increasing focus on computational thinking and numeracy has established critical thinking as a paramount skill in modern mathematics education; however, evidence on how emerging technologies, specifically Augmented Reality (AR), mediate this cognitive process in students remains limited. This study addresses this lacuna by providing an in-depth, mixed-methods analysis of junior high school students' critical thinking performance within an AR-assisted numeracy learning environment, focusing specifically on the challenging domain of rectangular prisms. Employing a descriptive quantitative and qualitative design, this research aims to meticulously describe and evaluate the critical thinking ability of three eighth-grade students selected via purposive sampling across high, moderate, and low initial mathematical ability levels. Data were systematically collected through validated open-ended written tests and follow-up interviews and analyzed using Facione’s framework (interpretation, analysis, evaluation, and inference) with a three-tier performance categorization (> 75: high; 60-74: moderate; < 60: low). The analysis revealed a moderate overall level of critical thinking ability (mean score: 66.62). A direct correlation with prior ability was observed: the high-ability student performed highly across all indicators, the moderate-ability student showed proficiency in interpretation and analysis but deficits in evaluation and inference, and the low-ability student remained low across all four facets. These findings significantly highlight the differential influence of prior mathematical ability on higher-order thinking skills, suggesting that while AR effectively facilitates the visualization and analysis components of critical thinking, complementary pedagogical interventions are necessary to enhance complex skills such as mathematical inference.

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