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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 154 Documents
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Exploring preservice mathematics teachers’ statistical literacy: A mixed-methods study with phenomenological insights Drajat Friansah; Ratu Ilma Indra Putri; Yusuf Hartono; Somakim Somakim
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.v9i1.1246

Abstract

Statistical literacy is increasingly recognized as a fundamental competence for preservice mathematics teachers because it enables individuals to interpret data, reason under uncertainty, critically evaluate statistical information, and make informed judgments in diverse contexts. Despite its importance, research on statistical literacy has largely emphasized quantitative measurement of achievement, providing limited insight into how preservice teachers experience, interpret, and construct statistical meaning throughout their learning processes. This study explored preservice mathematics teachers’ statistical literacy by integrating quantitative performance data with qualitative interpretations of lived learning experiences through a sequential explanatory mixed-methods design informed by hermeneutic phenomenology. The participants were 36 preservice mathematics teachers enrolled in a statistics course at Universitas PGRI Silampari. Quantitative data were collected using a statistical literacy assessment measuring procedural competence, data interpretation, and contextual reasoning, while qualitative data were obtained through reflective questionnaires and semi-structured interviews. Descriptive statistical analysis and iterative thematic interpretation were employed to examine the data. The findings indicated that although most participants demonstrated satisfactory procedural competence, many encountered difficulties in interpreting statistical information, justifying conclusions, and connecting statistical results to meaningful real-world contexts. Qualitative evidence further revealed that participants’ understandings of statistics were strongly shaped by prior instructional experiences that emphasized formula application over interpretation and reasoning. These findings suggest that the development of statistical literacy involves not only procedural proficiency but also interpretative reasoning, reflective meaning-making, self-confidence, and engagement with contextualized learning experiences, highlighting the need for instructional approaches that support deeper statistical understanding in teacher education.
Mathematical reasoning in Jemparingan: An ethnographic study of ratio, acute angles, and integer operations in a Javanese archery tradition Novia Ahlul Janah; Dwi Astuti; Rully Charitas Indra Prahmana
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.v9i1.1247

Abstract

Traditional cultural practices have become a major focus in the study of ethnomathematics. However, there is still relatively little empirical research that systematically identifies the mathematical concepts embedded in traditional Javanese games. Therefore, this study aims to identify and analyze the mathematical concepts embedded in Jemparingan, a traditional Yogyakarta archery game, and to examine its relevance to mathematics learning. This research employed a qualitative ethnographic approach. Data were collected through participatory observation, field documentation, and semi-structured interviews with Jemparingan practitioners. The data was analyzed using thematic analysis, which includes data organization, in-depth reading and data recording, coding, and data interpretation. The findings revealed three mathematical concepts: proportional relationships in equipment measurement, acute angles in bow positioning, and integer operations in score calculation. These patterns are closely associated with the Javanese philosophy of hening-hening (inner calmness), which emphasizes calmness and balance. Overall, this study contributes to ethnomathematics by providing empirical evidence that traditional games can function as authentic representations of mathematical thinking while supporting appreciation of local cultural heritage. These findings encourage educators to consider the integration of local culture into more meaningful mathematics instruction.
Probabilistic domination in erdős–rényi and random geometric graphs: threshold analysis and energy-efficient applications in wireless sensor networks Athraa Talib Breesam; Hussein Jameel Mutashar; Mustafa Adil Hussein; AlSeddiq Oday
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.v9i1.1078

Abstract

Wireless sensor networks (WSNs) require efficient strategies that preserve network coverage and connectivity while minimizing communication overhead and energy consumption. However, theoretical domination properties derived from random graph models are rarely integrated with finite-network simulations and practical network-lifetime measures. This study develops a probabilistic domination framework for Erdős–Rényi and random geometric graphs and applies the resulting dominating sets to cluster-head selection in WSNs. Analytical calculations were performed to estimate domination thresholds and dominating-set benchmarks for Erdős–Rényi graphs, whereas 10,000 Monte Carlo simulations were conducted for each parameter configuration to compare greedy and randomized selection algorithms. Performance was evaluated using dominating-set size, variance, coverage ratio, normalized energy cost, first node death, and last node death. The analytical results showed that the domination threshold decreased from 0.08 for a 50-node graph to 0.03 for a 200-node graph, while the relative dominating-set size declined from 24% to 15% of the network. For an Erdős–Rényi graph with 100 nodes and an edge probability of 0.30, the greedy algorithm reduced the mean dominating-set size by 4.8% and its variance by 38.2% compared with randomized selection. In the corresponding WSN scenario, greedy cluster-head selection increased coverage from 0.93 to 0.95, reduced normalized energy cost by 12%, and improved first node death and last node death by 12.5% and 7.1%, respectively. These findings demonstrate that probabilistic domination effectively connects random graph theory with energy-aware WSN design, although broader validation across diverse parameter settings and comprehensive energy models remains necessary.  
Students’ mathematical understanding in solving systems of linear equations in two variables: A pirie–kieren analysis Harfin Lanya; Wiwin Hestina Ningsih; Sitti karimah Sulfiah; Devie Reztia Anjarani
Journal of Honai Math Vol. 9 No. 2 (2026): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v9i2.1075

Abstract

This study aims to analyze junior high school students’ mathematical understanding across three levels of mathematical ability (high, moderate, and low) when solving systems of two-variable linear equations based on the Pirie–Kieren theory of understanding. It also examines differences in students’ understanding processes to provide deeper insights into the development of mathematical understanding. The novelty of this study lies in its in-depth exploration of students’ understanding processes through the Pirie–Kieren framework across different levels of mathematical ability. This study employed a qualitative descriptive design. Three eighth-grade students from SMPN 1 Pademawu were purposively selected based on mathematics achievement test results to represent high, moderate, and low mathematical ability. Data were collected through classroom observations, mathematics achievement tests, comprehension tests, and semi-structured interviews. Data were analyzed using data reduction, data display, and conclusion drawing, while methodological triangulation ensured the trustworthiness of the findings. The results revealed distinct profiles of mathematical understanding across ability levels. The student with high mathematical ability demonstrated all seven levels of understanding proposed by the Pirie–Kieren theory. The student with moderate mathematical ability demonstrated five levels: primitive knowing, image making, image having, property noticing, and formalizing. In contrast, the student with low mathematical ability demonstrated only the primitive knowing level. These findings indicate that higher mathematical ability is associated with more advanced levels of mathematical understanding, highlighting the importance of designing instruction that supports students’ progression toward deeper conceptual understanding through appropriately scaffolded learning experiences.
Refining a PMRI-based learning trajectory for angle measurement through a rotation-based bridging phase Retni Paradesa; Zulkardi Zulkardi; Ratu Ilma Indra Putri; Darmawijoyo Darmawijoyo; Ely Susanti; Budi Mulyono
Journal of Honai Math Vol. 9 No. 2 (2026): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v9i2.1250

Abstract

This study investigates students’ learning trajectory in understanding angle measurement within a Pendidikan Matematika Realistik Indonesia (PMRI)-based instructional design through a design research approach. It aims to examine how students progressively construct conceptual understanding of angles, moving from informal contextual experiences toward formal measurement using a protractor, with particular attention to transitions across multiple representations. Data were collected through a sequence of teaching experiments involving contextual tasks based on the traditional Limas house, non-standard circular representations, and formal protractor-based measurement. Students’ written work, classroom observations, and responses were analyzed to compare the actual learning trajectory with the Hypothetical Learning Trajectory (HLT). The findings reveal that students initially interpreted angles through visual perception, emphasizing shape-related features rather than rotational meaning. Although circular representation activities promoted an emerging understanding of angles as parts of a complete rotation, this conceptual development remained fragmented. A critical discontinuity occurred during protractor use, where persistent difficulties in alignment, scale selection, and interpreting angle magnitude hindered conceptual progression. To address these challenges, a bridging phase integrating circular representations, rotational movement, and degree measurement was introduced. This intervention enabled students to reconceptualize angles as measures of rotation, resulting in greater measurement accuracy and conceptual consistency, particularly for benchmark angles of 45°, 90°, and 180°. The study concludes that learning angle measurement is a non-linear process requiring explicit representational mediation, with the bridging phase serving as a crucial instructional mechanism for facilitating students’ transition from informal experiences to formal mathematical reasoning.
Graph-based similarity measures in patient networks: A qualitative review of structural properties and applications to personalized Athraa Talib Breesam
Journal of Honai Math Vol. 9 No. 2 (2026): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v9i2.1257

Abstract

The increasing volume and heterogeneity of healthcare data have created challenges in identifying meaningful relationships among patients and translating complex clinical information into personalized healthcare decisions. Graph-based approaches provide a relational framework for representing patients and their clinical similarities, enabling patterns that may be difficult to identify through conventional analytical approaches to be examined systematically. This study aims to examine how graph-based similarity measures are used to represent patient relationships, identify clinically meaningful patterns, and support personalized healthcare. A qualitative secondary study was conducted by reviewing peer-reviewed literature published since 2018 and indexed in Scopus, Web of Science, and PubMed. Relevant studies were examined based on their relevance, clarity, and contribution to graph-based patient networks, similarity measures, and personalized healthcare, and the findings were synthesized thematically. The review identified four major contributions of graph-based approaches: patient clustering and pattern discovery, risk prediction and disease progression analysis, treatment selection and clinical decision support, and personalized patient monitoring. The literature also indicates that integrating heterogeneous data, including clinical histories, laboratory results, symptoms, treatment responses, imaging, and genetic information, can provide richer patient representations and strengthen similarity-based analyses. However, practical implementation remains constrained by data incompleteness and inconsistency, privacy and security requirements, limited interoperability, and the technical complexity of integrating multimodal healthcare data. Overall, graph-based similarity measures provide a promising framework for understanding patient variability and supporting data-driven personalized healthcare. Future research should prioritize empirical validation, longitudinal patient networks, explainable graph-based models, multimodal data integration, and privacy-preserving approaches to establish their clinical utility and reliability across diverse healthcare settings.
Ethnomathematical knowledge embedded in the Banua Oge traditional house: A cultural analysis through Bishop’s fundamental mathematical activities Rahdi Alwadia; Mubarik Mubarik; Pathuddin Pathuddin; Rita Lefrida
Journal of Honai Math Vol. 9 No. 2 (2026): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v9i2.1258

Abstract

Mathematics is frequently perceived by students as abstract, difficult, and disconnected from everyday experiences, resulting in diminished engagement and limited conceptual understanding. Although integrating cultural contexts into mathematics instruction has been widely acknowledged as an effective strategy for enhancing learning meaningfulness, studies that systematically utilize local architectural heritage, particularly the Banua Oge traditional house in Palu City, as a foundation for designing contextualized mathematics learning remain scarce. Accordingly, this qualitative study, employing an ethnographic approach, investigates the geometric and mathematical elements embedded in the architectural structure of the Banua Oge traditional house to inform the development of culturally grounded mathematics learning materials. Data were collected through participant observations, documentation, and semi-structured interviews with cultural experts, and were analyzed using the interactive model of Miles and Huberman, encompassing data condensation, data display, and conclusion drawing. The findings demonstrate that the architectural features of the Banua Oge embody diverse mathematical concepts, including two-dimensional geometric figures, numerical concepts, spatial configurations, and Alan Bishop’s fundamental mathematical activities. These findings highlight the potential of local cultural heritage as a meaningful ethnomathematical resource for bridging formal mathematical concepts with students lived experiences. Finally, this study offers a culturally responsive pedagogical framework that supports teachers in designing mathematics instruction that is more contextual, engaging, and relevant, while contributing to the advancement of ethnomathematics and culturally grounded mathematics education.
From enrollees to exit: Exploring factors associated with attrition in mathematics teacher education Princes Mira Calig; Vivien Buenaagua; Jaycel Magno; Aira Mae Salamanque; Jake Sanda; John Ben Temones
Journal of Honai Math Vol. 9 No. 2 (2026): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v9i2.1273

Abstract

This study aimed to identify the key factors associated with student attrition in the Bachelor of Secondary Education major in Mathematics (BSED Mathematics) program. Data were collected through an online Likert-scale questionnaire administered to 201 participants from BSED Mathematics programs across different higher education institutions (HEIs) in the Philippines. The participants included graduates, students who shifted to other programs, and students who discontinued their studies. Convenience sampling was used to recruit participants. Exploratory factor analysis (EFA) was conducted to identify the underlying dimensions associated with student attrition. The analysis revealed four factors: academic factors, curriculum and instruction, economic factors, and personal factors. Together, these factors explained 54.27% of the total variance, with factor loadings ranging from 0.413 to 0.783. The findings indicate that student attrition in BSED Mathematics is associated with multiple and interrelated factors involving academic experiences, curriculum and instruction, economic conditions, and personal circumstances. These findings provide a basis for understanding the factors that may contribute to students’ decisions to remain in, shift from, or discontinue a mathematics teacher education program and may inform the development and evaluation of appropriate student-retention strategies in mathematics teacher education.
Designing a learning trajectory for mode using a PMRI-STEM approach in a coffee grinder context for culinary arts vocational high school students Novi Susanti; Ratu Ilma Indra Putri; Nyimas Aisyah; Hartono Hartono
Journal of Honai Math Vol. 9 No. 2 (2026): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v9i2.1289

Abstract

Mode is one of the measures of central tendency that students often learn procedurally by identifying the most frequently occurring value, without understanding its meaning in real-world situations. This study aimed to design a learning trajectory for mode using a PMRI-STEM approach and a coffee grinder context to support students’ conceptual understanding and contextual reasoning in vocational mathematics. The study employed a design research approach consisting of preliminary design, teaching experiment, and retrospective analysis. The participants were 25 Grade 10 students in a Culinary Arts Vocational High School. Data were collected through classroom observations, student worksheets, interviews, and learning documentation and were analyzed descriptively to examine students’ learning processes and strategies. The resulting learning trajectory involved activities in adjusting coffee grinder settings, grinding coffee beans at different grind sizes, observing brewing characteristics, organizing preference data into frequency tables, and identifying the mode as the most frequently selected grind size. The findings showed that students were able to determine the mode and interpret it as an indicator of majority customer preference for determining standard coffee shop menu settings. Students also connected grinder settings, brewing results, data representation, and statistical decision-making through contextual reasoning. These findings suggest that a PMRI-STEM approach using a coffee grinder context can support students’ understanding of mode and develop contextual statistical literacy in vocational mathematics learning.
Ethnomathematics in the Tumbu Tanah dance: Geometric, rhythmic, and symbolic patterns among the Arfak people of West Papua, Indonesia Guntur Sada; Jeinne Mumu; Andi Fajeriani Wyrasti; Benidiktus Tanujaya; Falenthino Sampouw; Maryo Sopater Istia
Journal of Honai Math Vol. 9 No. 2 (2026): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v9i2.1307

Abstract

Indigenous cultural practices in eastern Indonesia, particularly West Papua, remain underrepresented in ethnomathematics research. This study examined ethnomathematical ideas embedded in the Tumbu Tanah Dance of the Arfak people, focusing on geometric, rhythmic, and symbolic patterns manifested through embodied cultural practices. Guided by D’Ambrosio’s ethnomathematics framework and Indigenous epistemological perspectives, this qualitative ethnographic study employed participant observation, semi-structured interviews with twelve cultural elders and master performers, and visual and kinematic documentation. Data were analyzed using thematic, geometric, and movement analyses to identify mathematical ideas in the dance’s choreography, rhythm, and social organization. The findings identified three principal formations: jey/srem (linear), ikrop (semicircular), and nimot (circular), which demonstrate geometric ideas related to symmetry, rotation, curvature, and spatial proportion. Rhythmic foot-stamping patterns reflected periodicity, recursive sequencing, and temporal synchronization, while dancer arrangements based on kinship and ceremonial roles reflected grouping, partitioning, and numerical distribution. These mathematical ideas are transmitted through embodied movement, communal participation, and intergenerational cultural practices rather than formal mathematical notation. The study demonstrates that Tumbu Tanah constitutes a culturally situated context for recognizing mathematical ideas within Indigenous knowledge and offers potential for culturally responsive mathematics education and cultural heritage preservation.

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