cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Benidiktus Tanujaya
Contact Email
b.tanujaya@unipa.ac.id
Phone
-
Journal Mail Official
jurnal.honai.math@unipa.ac.id
Editorial Address
Jalan Gunung Salju, Amban, Manokwari Barat, Amban, Manokwari, Kabupaten Manokwari, Papua Bar. 98314
Location
Kab. manokwari,
Papua barat
INDONESIA
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 129 Documents
 9   10   11   12   13 
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i2.879

Abstract

Students often face difficulties in both understanding mathematical concepts and performing computations, largely because current teaching methods have not fully supported the development of these skills. This study aims to determine the effect of discovery learning model on conceptual understanding and computational skills based on students' learning styles. This study used a quantitative study with a quasi-experimental design that employed a control group design with a posttest only. This study involved 62 students from a State Junior High School in Sukoharjo Regency, selected through cluster random sampling, with 31 in the experimental group experiencing discovery learning and 31 in the control group receiving direct instruction. 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. The results contribute by providing empirical evidence that discovery learning improves students' conceptual understanding and computational skills across different learning styles, providing valuable insights for teachers and curriculum developers in implementing more effective teaching strategies.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i2.944

Abstract

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; Suryadi, Didi; Herman, Tatang; Al Jupri; Maulana, Dick Dick
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.v8i2.948

Abstract

The integration of statistical software such as SPSS in higher education represents a pivotal advancement, yet limited research has systematically examined how students perceive its pedagogical usefulness and accessibility. Prior studies seldom differentiate between the cognitive and affective dimensions influencing the efficacy of SPSS-assisted learning, leaving a gap in understanding its broader impact on student engagement and competence. Addressing this gap, the present research investigates the novelty of SPSS implementation within statistics coursework, focusing specifically on student perceptions regarding its usefulness and ease of use. Employing a descriptive mixed-methods approach, quantitative data were collected from 85 respondents through a validated and reliable questionnaire comprising 13 items, complemented by qualitative insights from in-depth interviews using open-ended prompts. The findings indicate that student perceptions are predominantly favorable for both usefulness (79.21%) and ease of use (75.18%). Qualitative analysis substantiates these results, highlighting accelerated data analysis, simplified processing, and enhanced visualization as key strengths, while noting initial challenges faced by some participants. The study underscores that optimizing the educational value of SPSS necessitates comprehensive instructional support, thereby informing future curricular improvements designed to foster numeracy and analytical proficiency in statistical learning.
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.

Page 13 of 13 | Total Record : 129

 9   10   11   12   13 

Filter by Year

2018 2025


Reset
Filter By Issues
All Issue Vol. 8 No. 3 (2025): Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math Vol. 7 No. 3 (2024): Journal of Honai Math Vol. 7 No. 2 (2024): Journal of Honai Math Vol. 7 No. 1 (2024): Journal of Honai Math Vol. 6 No. 2 (2023): Journal of Honai Math Vol. 6 No. 1 (2023): Journal of Honai Math Vol. 5 No. 2 (2022): Journal of Honai Math Vol. 5 No. 1 (2022): Journal of Honai Math Vol. 4 No. 2 (2021): Journal of Honai Math Vol. 4 No. 1 (2021): Journal of Honai Math Vol. 3 No. 2 (2020): Journal of Honai Math Vol. 3 No. 1 (2020): Journal of Honai Math Vol. 2 No. 2 (2019): Journal of Honai Math Vol. 2 No. 1 (2019): Journal of Honai Math Vol. 1 No. 2 (2018): Journal of Honai Math Vol. 1 No. 1 (2018): Journal of Honai Math More Issue