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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 143 Documents
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Bridging Numeracy and Critical Reasoning through Realistic Mathematics Education: Evidence from a Mixed-Methods Classroom Intervention Rustam Effendy Simamora; Heldina L. Toruan
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.v8i3.1014

Abstract

Critical thinking in numeracy contexts (CTNC) is a core twenty-first-century competency, yet its systematic development remains limited in conventional mathematics instruction. Realistic Mathematics Education (RME) offers a theoretically grounded approach to fostering CTNC through contextualised problem solving, guided reinvention, and collaborative discourse. This mixed-methods study investigated the effectiveness of RME in enhancing CTNC among junior secondary students and examined their experiential learning processes. Thirty-eight Year 7 students (n = 19 per class) were selected via cluster sampling. A quasi-experimental, non-randomised control group design with pre-test and post-test measures was employed in the quantitative phase. The qualitative phase involved three waves of semi-structured interviews with six purposively selected students, using member checking and theoretical sampling until data saturation was achieved. Results indicated a statistically significant improvement in CTNC for students in the RME group compared to those receiving conventional instruction, t(36) = 5.55, p < .001. Thematic analysis revealed three interconnected dimensions: enhanced contextual sense-making through engagement with realistic tasks; deepened critical reasoning facilitated by structured peer discourse; and increased metacognitive awareness during strategy evaluation. Students also reported greater engagement and perceived relevance of mathematics to everyday contexts. These findings suggest that RME effectively strengthens CTNC by linking abstract numeracy to authentic experiences through collaborative inquiry. The study highlights the importance of systematically integrating context-rich, discussion-oriented pedagogies into secondary mathematics curricula.
Integrating Popular Digital Contexts into Realistic Mathematics Education: Designing a Hypothetical Learning Trajectory for Arithmetic Sequences and Series Arma Wangsa; Deti Sri Rahayu; Putri Wahdaniah; Sitti Mutia Umasugi
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.v8i3.1038

Abstract

The integration of popular culture and digital platforms into mathematics learning remains underexplored, limiting the development of meaningful and context-based instructional designs. This study develops a Hypothetical Learning Trajectory (HLT) for arithmetic sequences and series by integrating TikTok into a digital mathematics classroom. The study was conducted within the preliminary design phase of design research using qualitative methods, including literature review, classroom observations, teacher interviews, and expert validation through focus group discussions. The resulting HLT consists of two iceberg models grounded in the principles of Realistic Mathematics Education (RME). Each model contains six sequential activities comprising one contextual situation and five guided mathematical problems. The first model employs viewer-growth data from the TikTok account @raimlaode94 to support students in constructing the arithmetic sequence formula (Un) through repeated addition and ratio tables. The second model uses engagement data from the TikTok account @jeromepolin98 to guide students in deriving the arithmetic series formula (Sn) using structured tables, ratio columns, and visual folding strategies. Both trajectories are collaboratively implemented using Canva to maximize the pedagogical use of digital devices. This study provides a theoretically grounded and scalable framework that connects students’ informal digital experiences with formal mathematical reasoning in technology-enhanced classrooms.
Discovery Learning as a Diagnostic Framework for Analyzing Conceptual, Procedural, and Technical Errors in Function Graph Interpretation Sumargiyani Sumargiyani; Siti Nur Rohmah; Fariz Setyawan
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.v8i3.1073

Abstract

Understanding functions and their graphical representations constitutes a fundamental component of introductory calculus learning; however, many first-year university students continue to experience substantial difficulties in interpreting graphs and relating mathematical functions to authentic real-world situations. Although previous studies have extensively examined students’ procedural performance in calculus, limited attention has been devoted to diagnosing the underlying conceptual obstacles through instructional approaches that simultaneously function as learning and assessment instruments, thereby establishing the novelty of this study through the integration of Discovery Learning-based worksheets as both diagnostic and pedagogical tools. This study aims to identify, classify, and reduce students’ errors in understanding functions and graph representations among 21 first-semester students in the Mathematics Education Program at Universitas Ahmad Dahlan using a qualitative descriptive design. Data were collected from students’ worksheet responses and analyzed through iterative processes of data reduction, data display, and conclusion drawing. The findings revealed three categories of errors, namely conceptual, procedural, and technical errors, with conceptual errors emerging as the most dominant, particularly in distinguishing functions from relations, interpreting discrete and continuous domains, and contextualizing functions in real-life applications. Furthermore, the Discovery Learning worksheets promoted active concept construction through exploration, reflection, and guided problem-solving activities while revealing persistent misconceptions and reasoning patterns. These findings provide a meaningful pedagogical contribution to mathematics education by offering a systematic framework for diagnosing learning obstacles and strengthening students’ conceptual understanding of functions in introductory calculus courses.
Culturally Responsive Mathematics Learning Through Classical Malay Literature: Ethnomathematical Perspectives on Gurindam Dua Belas Asmaul Husna; Ratu Ilma Indra Putri; Zulkardi; Jaya Dwi Putra
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.v8i3.1148

Abstract

Ethnomathematical exploration of classical Malay literature, particularly Gurindam Dua Belas (Gurindam 12), has remained relatively limited despite its considerable potential to support culturally contextualized mathematics learning. This study aimed to examine the mathematical logic structures and set theory concepts embedded in Gurindam 12 by Raja Ali Haji through an ethnomathematical perspective. The study employed a qualitative interpretive design using a literary hermeneutic approach. Primary data were derived from Articles 5 and 6 of Gurindam 12, while secondary data consisted of scholarly publications on ethnomathematics and mathematics education published between 2014 and 2024. Data analysis was conducted through heuristic reading, thematic pattern identification, hermeneutic interpretation, and triangulation with formal mathematical theory. The findings revealed that Article 5 contained inferential structures analogous to mathematical implication logic (p → q), represented through conditional moral relationships, whereas Article 6 reflected classificatory structures parallel to foundational concepts in set theory, including sets, subsets, and membership criteria. The integration of Gurindam 12 into mathematics education offers a culturally responsive ethnomathematical approach that may enhance conceptual understanding, cultural awareness, and positive mathematical dispositions. This study contributes to ethnomathematics literature by demonstrating that classical Malay literature constitutes a meaningful pedagogical resource for bridging indigenous knowledge systems with universal mathematical concepts.
Errors, Representations, and Instructional Coherence in a Secondary Mathematics Textbook: Evidence from the Grade 10 Curriculum in the Kurdistan Region of Iraq Shwan Alshatri; Savyia Farouq
Journal of Honai Math Vol. 9 No. 1 (2026): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v9i1.1041

Abstract

Mathematics textbooks are central to classroom instruction and play a crucial role in supporting students’ conceptual understanding of mathematical ideas. Because textbooks often serve as the primary instructional resource, errors in their content may contribute to misconceptions, impede learning, and negatively affect students’ mathematical reasoning and problem-solving abilities. This study aimed to identify and analyze errors in the Grade 10 mathematics textbook used in secondary schools in the Kurdistan Region of Iraq during the 2015–2025 curriculum implementation period. A qualitative document analysis approach was employed through a systematic examination of textbook chapters, lessons, worked examples, exercises, graphical representations, and explanatory sections. The identified errors were classified into four categories: incorrectly solved examples, instructional and conceptual deficiencies, printing and graphical errors, and translation- or language-related errors. The analysis revealed eleven errors, including ten major errors and one minor error. Several of these errors were found to have the potential to adversely influence students’ conceptual understanding and mathematical performance. The findings highlight the importance of rigorous textbook evaluation and quality assurance procedures to ensure the accuracy, clarity, and pedagogical effectiveness of mathematics instructional materials in secondary education.
Mathematical creativity in algebraic tasks of South African secondary school mathematics textbooks Munyaradzi Chirove; Ugorji Ogbonnaya
Journal of Honai Math Vol. 9 No. 1 (2026): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v9i1.1059

Abstract

Fostering mathematical creativity is widely recognized as a fundamental objective of mathematics education because it enhances learners’ problem-solving capabilities and contributes to the achievement of Sustainable Development Goal 4 (Quality Education). However, limited empirical research has explored the extent to which mathematics textbooks support the development of mathematical creativity. This study examined how algebraic tasks in two South African secondary school mathematics textbook series promote mathematical creativity. Six textbooks were analyzed using quantitative content analysis, and independent samples t-tests were employed to determine whether significant differences existed between the textbook series. The analysis was guided by Ramelan and Wijaya’s framework of mathematical creativity, which comprises four dimensions: fluency, flexibility, elaboration, and originality. The findings revealed that the two textbook series fostered these dimensions to varying degrees. One series demonstrated a stronger emphasis on elaboration and originality, whereas the other provided greater support for fluency and flexibility. Overall, the textbooks moderately promoted fluency but offered limited opportunities for learners to develop flexibility, elaboration, and originality, suggesting that algebraic tasks generally provide insufficient support for the cultivation of mathematical creativity. Furthermore, the independent samples t-test indicated no statistically significant difference between the two textbook series in their overall promotion of mathematical creativity. These findings highlight a misalignment between curriculum aspirations and textbook implementation and underscore the need for richer, open-ended algebraic tasks that better support creative mathematical thinking.
The Impact of a STEM-Integrated Project-Based Learning E-Module on Students’ Algebra Achievement and Self-Confidence Lailatul Anggraini; Sri Hariyani; Rahaju Rahaju; Nur Jahan Ahmad
Journal of Honai Math Vol. 9 No. 1 (2026): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v9i1.1077

Abstract

This study investigated the effectiveness of a STEM-integrated Project-Based Learning (STEM-PjBL) algebra e-module in improving seventh-grade students’ algebra learning outcomes and examined students’ self-confidence following its implementation. The study was motivated by students’ difficulties in understanding algebraic concepts and their limited confidence in solving mathematical problems. A quasi-experimental design employing a nonequivalent control group was used, involving 44 students purposively selected from a population of 184 seventh-grade students at Al-Rifaie Gondanglegi Junior High School. The experimental group (n = 22) learned using the STEM-PjBL algebra e-module, whereas the control group (n = 22) used a conventional algebra e-module. The research instruments included an algebra achievement test, expert validation sheets, and a self-confidence questionnaire. Validation results indicated that the e-module demonstrated satisfactory content validity, with Aiken’s V coefficients of 0.78 for material validation and 0.83 for media validation, resulting in an overall coefficient of 0.80. The algebra achievement test showed excellent reliability (Cronbach’s α = 0.917). Following normality and homogeneity testing, learning outcome data were analyzed using the Mann–Whitney U test because the assumption of normality was not met. The results revealed a statistically significant difference in algebra learning outcomes between the experimental and control groups (U = 133.5, Z = −2.576, p = .010), with a moderate effect size (r = 0.39). Descriptive findings further indicated that most students in the experimental group demonstrated high to very high levels of self-confidence. These findings suggest that the STEM-PjBL algebra e-module may enhance students’ algebra learning outcomes and support the development of self-confidence in mathematics learning, although the results should be interpreted cautiously given the limited sample and the descriptive assessment of self-confidence.
Mapping cognitive transitions in extended-angle trigonometry: A mixed-methods PCA analysis of university students’ representational thinking Usep Sholahudin; Rina Oktaviyanthi; Niswa Nagina Lutfiah; Refa Jamal Ramahi
Journal of Honai Math Vol. 9 No. 1 (2026): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v9i1.1122

Abstract

Many university students experience difficulties connecting graphical, symbolic, and analytical representations when solving extended-angle trigonometric problems, resulting in fragmented conceptual understanding. Previous studies have mainly examined misconceptions or instructional media separately, while limited research has explored how students transition between multiple mathematical representations. This study employed an explanatory sequential mixed-methods approach integrating quantitative and qualitative analyses to investigate students’ representational thinking patterns in extended-angle trigonometry learning. Students’ mean scores increased significantly from 54.30 to 75.80 (t = -8.92, p < 0.001), indicating substantial improvement in conceptual understanding after the instructional intervention. The findings revealed diverse thinking patterns, with most students relying on visual representations, while others preferred symbolic procedures. Students demonstrating analytical flexibility showed deeper representational coordination and conceptual comprehension, enabling smoother transitions among visualization, symbolic manipulation, and analytical reasoning. Principal Component Analysis (PCA) was employed for dimensionality reduction and visualization of students’ cognitive tendencies, while thematic analysis of interviews and think-aloud protocols provided deeper insights into students’ problem-solving processes. The study contributes a cognitive-transition framework explaining how students coordinate visualization, symbolic manipulation, and analytical reasoning in trigonometric problem solving and provides implications for designing adaptive instructional strategies that support representational flexibility and conceptual understanding.
Ethnomathematics in Religious Tourism Architecture: Mathematical Concepts and Islamic Geometric Ornaments at Alun-Alun Cililin Ratna Marlina; Wahyu Hidayat; Tatang Supriatna
Journal of Honai Math Vol. 9 No. 1 (2026): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v9i1.1170

Abstract

Meaningful learning is a key objective of the contemporary Indonesian curriculum, emphasizing conceptual understanding rather than the mere memorization of mathematical formulas. However, the integration of cultural and spiritual dimensions into mathematics instruction remains limited. Ethnomathematics offers a valuable approach to addressing this gap by exploring mathematical ideas embedded in cultural artifacts. This study investigates the philosophical meanings reflected in the Islamic geometric patterns of Alun-Alun Cililin Park, West Bandung Regency, Indonesia, and examines their relationship with mathematical concepts. An exploratory qualitative design with a semiotic approach was employed. Data were collected through observation and documentation and analyzed using Charles Sanders Peirce’s semiotic framework, consisting of representamen, object, and interpretant. The analysis identified various mathematical concepts embedded in the geometric patterns, including plane geometry (quadrilaterals, pentagons, and circles), solid geometry (rectangular prisms, trapezoidal prisms, cylinders, and truncated cones), and transformational geometry (rotation, dilation, and reflection). The patterns also embody philosophical values related to mutual cooperation, cultural preservation, social solidarity, spiritual preparedness, and the pursuit of a meaningful life. These findings highlight the potential of Islamic geometric patterns as culturally grounded resources for connecting mathematical learning with cultural and spiritual values, thereby contributing to the development of more meaningful and contextually relevant mathematics education.
Integrating Ethnomathematics into Guided Inquiry Learning: Designing Culturally Responsive Mathematics Instruction to Support Students’ Mathematical Reasoning, Connections, and Appreciation Dhoriva Urwatul Wutsqa; Hery Nugroho; Septi Yana Wulandari
Journal of Honai Math Vol. 9 No. 1 (2026): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v9i1.1213

Abstract

Although numerous studies have developed guided inquiry-based instructional materials for mathematics education, most have relied on generic problem contexts and have given limited attention to the integration of ethnomathematics as a meaningful cultural resource for learning. Furthermore, prior research has focused primarily on cognitive outcomes, leaving the combined influence of inquiry-based instruction on students’ mathematical reasoning, mathematical connections, and mathematical appreciation underexplored. To address this gap, this study aimed to describe the design process and evaluate the implementation of Ethnomathematics-Integrated Guided Inquiry Teaching Devices (GITD-E). Employing a Research and Development (R&D) approach based on the ADDIE framework, the study involved Grade VII students at a junior high school in Yogyakarta, Indonesia. Data were collected through expert validation, practicality questionnaires, classroom observations, and post-test assessments, while implementation outcomes were examined using a one-shot case study design. The findings indicate that the developed GITD-E met established criteria of validity and practicality and yielded positive learning outcomes. In addition, integrating local cultural contexts appeared to enhance students’ engagement and support more meaningful mathematics learning experiences. Theoretically, this study extends guided inquiry learning by positioning ethnomathematics as a contextual dimension within inquiry-based mathematics instruction. Practically, it offers insights for designing culturally responsive, contextually relevant, and student-centered mathematics learning environments.

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