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Benidiktus Tanujaya
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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 152 Documents
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Ethnomathematics in the Tumbu Tanah dance: Geometric, rhythmic, and symbolic patterning 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

Traditional cultural performances often incorporate sophisticated mathematical concepts through spatial organisation, rhythmic coordination and symbolic systems. However, indigenous performance traditions from eastern Indonesia, particularly West Papua, are underrepresented in the international ethnomathematics literature. This study examines the ethnomathematical structures embedded in the Tumbu Tanah dance of the Arfak people, investigating how mathematical reasoning is enacted through embodied cultural practice. Based on D’Ambrosio’s ethnomathematics framework and Indigenous epistemologies, this qualitative ethnographic study employed participant observation and semi-structured interviews with twelve cultural elders and master performers, alongside systematic visual-kinematic documentation. The data were analysed using a triangulated thematic, geometric and movement analysis approach to identify the mathematical concepts manifested in the dance's choreography, rhythm and social organisation. The findings reveal the Tumbu Tanah dance to be a complex, embodied mathematical system. Three core formations — jey/srem (linear), ikrop (semi-circular) and nimot (circular) — encode geometric principles, including symmetry, rotational transformation, curvature and proportional spatial organisation. Rhythmic foot-stamping patterns exhibit periodicity, recursive sequencing, and collective temporal synchronisation, while the arrangement of dancers by kinship and ceremonial roles reflects indigenous practices of set partitioning, grouping, and numerical distribution. Rather than being transmitted through formal notation, these mathematical ideas are passed on through embodied movement, communal participation, and intergenerational knowledge transfer. By positioning Indigenous dance as a dynamic repository of mathematical knowledge, this study advances the scholarship of ethnomathematics, validates embodied and decolonial epistemologies, and offers actionable pathways for culturally responsive pedagogy, curriculum design and digital heritage preservation.
Geometric Awakening: Bridging the Formula Gap through Real-World Applications in Eastern Cape Mathematics Classrooms Okuhle Somacala; Shakespear Chiphambo
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.v9i2.1311

Abstract

This study investigated the impact of real-world applications on enhancing Grade 10 learners’ conceptual understanding of the total surface area of a cylinder in the Eastern Cape, South Africa. Grounded in Kolb’s experiential learning theory (1984), the research adopted a mixed-method case study approach involving thirty-nine mathematics learners. Quantitative data were collected through a pre-test and post-test to measure performance changes following a three-step intervention featuring digital simulations and hands-on model construction. Qualitative data were gathered via semi-structured interviews with nine purposively selected learners and classroom observations. Quantitative analysis using a paired-samples t-test revealed a statistically significant improvement in performance (t(38) = 6.30, p < 0.001), with a mean score increase of 35.1% and a large effect size (Cohen’s d = 1.01). Qualitative findings identified four key themes: enhanced conceptual understanding, increased motivation through contextual learning, development of transferable problem-solving skills, and the effectiveness of collaborative, visual approaches. The results suggest that bridging the gap between abstract mathematical formulas and everyday cylindrical objects reduces misconceptions and fosters learner agency. This research provides empirical evidence for the effectiveness of application-based pedagogical approaches in under-resourced South African educational settings.

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