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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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Bridging abstract formulas and real-world applications: Developing grade 10 learners’ conceptual understanding of cylinders in South African mathematics classroom 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

Understanding geometric formulas conceptually remains a persistent challenge for secondary school learners, particularly when mathematical representations are disconnected from familiar real-world contexts. This study investigated the extent to which real-world applications could enhance Grade 10 learners’ conceptual understanding of the total surface area of a cylinder in the Eastern Cape, South Africa. Guided by Kolb’s experiential learning theory, the study employed a mixed-method case study design involving 39 mathematics learners. Quantitative data were obtained through pre-test and post-test measures administered before and after a three-step learning intervention incorporating digital simulations and hands-on construction of cylindrical models. Qualitative data were generated through classroom observations and semi-structured interviews with nine purposively selected learners. Quantitative analysis using a paired-samples t-test indicated a statistically significant improvement in learners’ performance following the intervention, t(38) = 6.30, p < 0.001, with a 35.1% increase in the mean score and a large effect size (Cohen’s d = 1.01). Qualitative analysis identified four interrelated themes: enhanced conceptual understanding, increased motivation through contextualised learning, development of transferable problem-solving skills, and the value of collaborative and visual learning approaches. Collectively, the findings indicate that connecting abstract geometric formulas with tangible cylindrical objects can support learners in developing more meaningful conceptual understandings and reduce misconceptions associated with formula-based reasoning. The study provides empirical evidence that experiential, application-oriented mathematics instruction can strengthen conceptual learning and learner agency, particularly in under-resourced educational contexts in South Africa.
Fostering mathematical creative thinking through instagram-based interactive microlearning in linear algebra Rosita Dwi Ferdiani; Wahyudi Harianto; Sudi Dul Aji; Tommy Tanu Wijaya; Norudin Siti Wan Aminah Wan
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.v9i2.1352

Abstract

The expansion of social media has opened possibilities for mathematics education through flexible and interactive learning environments. Nevertheless, its use remains insufficiently explored to develop pre-service mathematics teachers’ mathematical creative thinking in Linear Algebra, where abstract vector concepts require opportunities to generate, vary, and justify ideas. This study aimed to develop Instagram-based interactive microlearning for vector material and investigate its validity, practicality, and effectiveness in fostering mathematical creative thinking in terms of fluency, flexibility, and originality. Using a Research and Development approach guided by the ADDIE model, the study comprised Analysis, Design, Development, Implementation, and Evaluation stages. Product validity was examined by three experts, whereas practicality was assessed through a small-group trial with 10 pre-service mathematics teachers and an extended field trial with 20 participants. Effectiveness was evaluated using a quasi-experimental non-equivalent control-group pretest–posttest design involving 40 pre-service mathematics teachers, with 20 assigned to each group. Data were collected through expert validation sheets, student response questionnaires, and mathematical creative thinking tests. The developed media demonstrated high validity based on media (3.50), subject matter (3.58), and learning (3.83) expert assessments, and very high practicality in both the small-group (3.59) and field (3.55) trials. The experimental group increased from 6.28 to 8.58, compared with 5.88 to 7.93 for the control group. The N-Gain was 0.59 versus 0.47, with a significant difference, t . ANCOVA confirmed a significant group effect, , partial η² = .364. These findings establish Instagram-based interactive microlearning as a promising medium for strengthening mathematical creative thinking in Linear Algebra.
A Data-authentic modeling in IoT-enabled aquaponics PjBL-STEAM: Enhancing function graph literacy and mathematical critical thinking Dwi Yulianto; Muhamad Sukri Situmeang; Astari Astari; Muhadi Hariyanto; Moh. Rizal Umami
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.v9i2.1300

Abstract

Authentic sustainability contexts remain insufficiently integrated into mathematics instruction, limiting opportunities for students to connect empirical data, mathematical representations, and evidence-based reasoning. This study addresses this gap by positioning aquaponics as a sustainability-oriented context within Project-Based Learning integrated with STEAM (PjBL-STEAM), offering a novel learning environment for developing function graph literacy and mathematical critical thinking. The study examined the effectiveness of Aquaponics-Based PjBL-STEAM and explored the learning processes characterizing students’ engagement with these competencies. A mixed-methods embedded experimental design involved 126 Grade 10 students from Sekolah Adiwiyata Latansa Mashiro 1 Cipanas, Indonesia, assigned to Aquaponics-Based PjBL-STEAM ( ), STEAM with a scientific approach (n = 42), or direct instruction ( ). The Aquaponics-Based PjBL-STEAM group demonstrated the largest gains in function graph literacy, from  to , and mathematical critical thinking, from  to . ANCOVA indicated significant instructional-condition effects on function graph literacy, , partial , and critical thinking, , partial η² = .262. Qualitative analysis identified data-driven mathematical reasoning, construction of functional relationships, coordination of multiple representations, and evidence-based graph interpretation. These processes illuminate students’ connections between empirical data, mathematical models, and graphs, complementing the quantitative findings without establishing causal mechanisms. Overall, the intervention was associated with stronger development of both competencies, highlighting the potential of sustainability-oriented project-based STEAM for mathematics learning.
From Furusato to Pendidikan Khas Kejogjaan teaching concept: Teachers' point of view in design math lesson Nur Robiah Nofikusumawati Peni; Satoshi Kusaka; Rully Charitas Indra Prahmana; Hiroto Fukuda
Journal of Honai Math Vol. 9 No. 3 (2026): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v9i3.1356

Abstract

Ethnomathematics offers a means of connecting formal mathematics with students’ lived experiences; however, cultural integration in mathematics education often remains at the level of contextual examples rather than informing the systematic design of Teaching-Learning Materials (TLM). How teachers transform local cultural knowledge into coherent mathematical inquiry, particularly through theoretically grounded place-based approaches, remains insufficiently understood. This study addresses this gap by synthesising the Japanese concept of Furusato Kyoiku (Hometown Education) and Indonesia’s Pendidikan Khas Kejogjaan (PKJ) within the Problem, Plan, Data, Analysis, Conclusion (PPDAC) framework. Using an ethnographic qualitative approach, it investigates how three mathematics teachers in Yogyakarta, Indonesia, conceptualised, explored, and structured local cultural resources into statistics TLM across elementary, junior high, and senior high school levels. Data from interviews, classroom observations, and curriculum analysis were examined through four guiding questions concerning cultural exploration, discovery, significance, and interpretation. Despite differences in grade level, statistical content, and cultural artefacts, all teachers followed a common design sequence: identifying culturally proximate contexts, investigating them through direct engagement, evaluating their mathematical and curricular relevance, and aligning selected content with PPDAC. Examples included traditional Yogyakarta snacks, Kawung batik, and plant cultivation to support statistical inquiry, including scatter plots and linear regression. These findings suggest that integrating Furusato Kyoiku, PKJ, and PPDAC can provide a structured pathway from superficial cultural references to place-based mathematical modelling, while supporting local heritage preservation. Further research across diverse contexts is needed to establish the framework’s broader applicability.

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