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 124 Documents
 9   10   11   12   13 
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

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

Abstract

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

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

Abstract

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

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

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
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

Abstract

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.

Page 13 of 13 | Total Record : 124

 9   10   11   12   13 

Filter by Year

2018 2025


Reset
Filter By Issues
All Issue 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