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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 132 Documents
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Integrating Popular Digital Contexts into Realistic Mathematics Education: Designing a Hypothetical Learning Trajectory for Arithmetic Sequences and Series Wangsa, Arma; Rahayu, Deti Sri; Wahdaniah, Putri; Umasugi, Sitti Mutia
Journal of Honai Math Vol. 8 No. 3 (2025): Journal of Honai Math
Publisher : Universitas Papua

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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; Rohmah, Siti Nur; Setyawan, Fariz
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

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.

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