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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 124 Documents
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MODEL PEMBELAJARAN CORE, SCRAMBLE, HASIL BELAJAR, DAN OPERASI HITUNG BENTUK ALJABAR Ilela, Nathalia; Laamena, Christina Martha; Tamalene, Hanisa
Journal of Honai Math Vol. 4 No. 1 (2021): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v4i1.175

Abstract

The learning model has an essential role in student learning outcomes. Each learning model has different contributions, such as the Scramble learning model, which can make students think quickly, and the CORE learning model can train students to think critically. Thus, this study aims to compare students' learning outcomes with the two models, especially in arithmetic operations in algebraic forms. The research method used is quantitative research with a posttest-only group design classified as a quasi-experimental design. The research population was forty-five seventh-grade students, which were divided into two categories. The test instrument used is a description of five questions used to evaluate student learning outcomes. The study results analyzed statistically using the t-test showed that there were differences in student learning outcomes between the two groups of students. Furthermore, the continued test using Pairwise Comparison showed that students taught with the Scramble learning model had better learning outcomes than students acquainted with the CORE learning model.
EFEKTIVITAS MODEL KOOPERATIF TIPE ROTATING TRIO EXCHANGE DALAM PEMBELAJARAN LOGARITMA Nurhusain, Muhammad
Journal of Honai Math Vol. 4 No. 1 (2021): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v4i1.164

Abstract

The mathematics students should construct their own mathematical concepts. The rotating trio exchange model of cooperative learning enables students to construct mathematical concepts. The purpose of this study is to determine the effectiveness of the rotating-trio-exchange cooperative learning model in the learning of mathematics, particularly logarithmic material. This research is a pre-experimental study using a pretest-posttest-only group design. The population of this study was students of class X SMA. The sample consisted of 21 students from class XB SMA YP-PGRI 3 Makassar. Data collection occurred twice, before and after the implementation of teaching and learning. The data were analyzed both descriptively and inferentially. The findings indicated that rotating group members during each discussion session while constructing mathematical concepts could elicit student activity, resulting in more meaningful learning and improved learning outcomes. Thus, the rotating trio exchange cooperative learning model is effective for learning logarithmic.
SINGLE SUBJECT RESEARCH: PEMBELAJARAN PERBANDINGAN SENILAI DAN BERBALIK NILAI BERPENDEKATAN CONTEXTUAL TEACHING AND LEARNING UNTUK SISWA SLOW LEARNER Manikmaya, Pratita; Prahmana, Rully Charitas Indra
Journal of Honai Math Vol. 4 No. 1 (2021): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v4i1.172

Abstract

Slow Learner students often have difficulty understanding mathematics content, one of which is direct and inverse proportion. This study aims to improve the student's understanding of the direct and inverse proportion material using the Contextual Teaching and Learning (CTL) approach. The research subject in this study was a single subject, namely Slow Learner student who studied in seventh grade in one of the Junior High School in Bantul district, Yogyakarta Special Region. This study used the Single Subject Research method with an A-B design. Researchers collected the data in this study through audio documentation, photos, videos, and written documentation. The data were then analyzed using analysis in conditions and between conditions. The results showed that students had an average score of learning outcomes that was 32 before being given intervention and had an average score of 78 after being given an intervention to implement learning with the CTL approach. This result shows that using the CTL approach can improve the understanding of Slow Learner student in understanding the direct and inverse proportion and minimizing the learning difficulties of Slow Learning student during teaching and learning activities.
ANALISIS KESULITAN PEMAHAMAN KONSEP MATEMATIS SISWA DALAM MENYELESAIKAN SOAL BENTUK ALJABAR DENGAN PROSEDUR NEWMAN Nurikawai, Dian; Sagita, Laela; Setiyani, Setiyani
Journal of Honai Math Vol. 4 No. 1 (2021): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v4i1.157

Abstract

Algebra is essential to learning mathematics and as a basis to support another mathematical concept. On the other hand, students have not fully mastered the concept of algebra which causes errors in solving problems. This qualitative research aims to describe students' misconceptions in solving algebraic questions based on the Newman method to understand mathematical concepts. The data were taken from six eighth-grade students at SMP N 1 Turi consisting of high, medium, and low abilities. The results of the analysis showed that the students did not make reading errors. Meanwhile, the misunderstanding of the question's students did not write down the information in the questions. It was because students were not used to writing what was known and asked in the questions. Students do not write down the strategies used, so that transformation errors are found. Errors in student process skills do not complete. The cause of this is an error in determining information on the questions and difficulties in solving them. The mistakes made by students in writing the final answer were not reporting the units and conclusions from the results of the solutions.
STUDENTS' MATHEMATICAL REPRESENTATION ABILITY IN SOLVING MATHEMATICS QUESTIONS BASED ON HIGH ORDER THINKING SKILLS Ambarani, Erli; Yunianta, Tri Nova Hasti
Journal of Honai Math Vol. 4 No. 2 (2021): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v4i2.181

Abstract

The ability of representation is part of the five basic standards in learning mathematics. This ability needs to be possessed by students well. Analyzing and describing the representational abilities of junior high school students in solving mathematics based on Higher Order Thinking Skills is the aim of this study. This type of research is descriptive qualitative research. The subject of this study found 4 students taken from 26 students of class IX A SMP Negeri in Temanggung Regency who have high mathematical abilities. The data collection technique of this research used tests, interviews, and documentation. The validity of the data using data triangulation. The data analysis technique used is data reduction, data presentation, and conclusion drawing. The results of the analysis and research descriptions show that students' representational abilities in solving HOTS-based math problems are different. The verbal representation category of S2 and S3 subjects can use verbal representations well and has concluded that S1 has not yet completed the steps, and S4 has not been able to write down the steps on verbal representation. The ability of symbolic representation of subjects S1, S2, S3 still has errors in writing equations but does not affect the results, S4 already assumes equations and expressions correctly. The visual representation categories S1, S2 and S4 have not been able to draw geometric shapes completely, while S3 is wrong in writing symbols on the picture.
PROBLEM SOLVING ABILITY OF STUDENTS WITH COGNITIVE IMPULSION STYLE BASED ON SOLO TAXONOMY Appulembang, Oce Datu; Tamba, Kimura Patar
Journal of Honai Math Vol. 4 No. 2 (2021): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v4i2.176

Abstract

The problem-solving ability between reflective and impulsive subjects from several studies shows that reflective subjects are always superior than impulsive subjects. The purpose of this study was to identificate and to describe students' problem-solving abilities with impulsive cognitive style in solving superitem test problems and their characteristics. This research is a qualitative descriptive study. The data collection techniques used were the MFFT test, the superitem test, and interviews. Based on the results of the superitem test, it shows that the two impulsive subjects have differences in achieving the level of problem-solving ability thinking. Impulsive-01 subjects can reach all thinking levels based on SOLO taxonomy while impulsive-02 subjects can only solve problems at the unistructural level. Although the research shows that the impulsive-01 subject has the characteristics of being fast, less accurate, less thorough, and seeming rushed in solving problems, the subject can finish up to the extended abstract level. The impulsive-02 is able to connect by making assumptions in solving the problem, it's just that the inability to solve this problem due to not understand the problem.
PROFILE OF GRADIENT PROCEPT AND STRAIGHT LINE EQUATIONS FOR JUNIOR HIGH SCHOOL STUDENTS BASED ON MATHEMATICS ABILITY Prayogo, Prayogo; Suwarsono, St.; Khabibah, Siti
Journal of Honai Math Vol. 4 No. 2 (2021): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v4i2.198

Abstract

A procept is a combination of mental objects consisting of processes, concepts resulting from these processes, and symbols used to represent either concepts or processes. This study aims to describe the procept profile of the gradient concept and the equation of a straight line for the students of SMPN 1 Sooko Mojokerto. This type of research is descriptive qualitative exploratory. Determining the research subjects was carried out by giving a mathematical ability test to 42 prospective subjects, to obtain 5 students with high mathematics abilities, 22 students, and 15 low students, then from each category one research subject was taken. Data was collected using task-based interviews and analyzed by qualitative data analysis techniques through data reduction, data presentation, and conclusion drawing. The results showed that there were differences in the procept profile of the gradient and straight-line equations between students with high, medium, and low abilities. The procept profiles of students with high math abilities meet all categories, students with moderate math abilities meet most of the categories, and students with low math abilities meet the small categories of gradient and straight-line equations.
DEVELOPING STUDENT WORKSHEET-BASED COOPERATIVE LEARNING MODEL FOR IMPROVING PROBLEM SOLVING ABILITY Mayasari, Dian; Natsir, Irmawaty; Pagiling, Sadrack Luden; Taufik, Abdul Rachman
Journal of Honai Math Vol. 4 No. 2 (2021): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v4i2.195

Abstract

Problem-solving ability is one of the essential skills for students in learning mathematics. This ability can be developed through teaching and learning activities using student worksheet-based cooperative model. However, these student worksheets are still rarely found in teaching and learning activities in the classroom, so this research aims to develop student worksheets based on cooperative learning models used to develop students' problem-solving abilities. The study used development research methods with ADDIE procedures, namely analysis, design, development, implementation, and evaluation. The test of the developedstudent worksheet was carried out at SMP Negeri 1 Merauke, using valid, practical, and effective categories. It is collecting data through interviews, observations, questionnaires, and tests. Data analysis was carried out by data reduction, presentation, and conclusion. This research produces student worksheets based on cooperative learning models to improve students' problem-solving abilities. The results of this study contribute to enriching teaching materials in the form of student worksheets for educators which can improve problem-solving skills.
THE EFFECT OF JIGSAW TYPE OF COOPERATIVE LEARNING ON CRITICAL THINKING ABILITY OF JUNIOR HIGH SCHOOL STUDENTS Tamur, Maximus; Subaryo, Subaryo; Ramda, Apolonia H; Nurjaman, Adi; Fedi, Sebastianus; Hamu, Aleksander
Journal of Honai Math Vol. 4 No. 2 (2021): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v4i2.201

Abstract

Critical thinking ability is an essential component of the four skills needed in the 21st century. However, this ability is still challenging to achieve well by students because of the lack of communication and cooperation during learning mathematics. Therefore, this experimental study with a posttest-only control design was conducted to determine the effect of using the jigsaw cooperative learning model on students' mathematical critical thinking skills. This study involved 62 students consisting of 31 students for the experimental class and 31 students for the control class. Data were analyzed using parametric statistics, namely t-test. The calculation of effect sizes is carried out to determine how much influence the Jigsaw cooperative model has on critical thinking skills using the Hedges'g equation. The analysis results concluded that the critical thinking skills of students who were taught using the jigsaw cooperative learning model were better than those taught using the direct learning model, at a significance level of 0.05. Further analysis obtained an effect size of 0.64, indicating that jigsaw cooperative learning has a moderate effect on students' critical thinking skills. These results provide helpful information for educators and researchers to consider mediators that might mediate the implementation of the learning method in the future.
ANALYSIS OF STUDENT'S HIGH-ORDER THINKING SKILLS IN STATISTICS METHOD COURSES IN THE ERA OF THE COVID-19 PANDEMIC Payadnya, I Putu Ade Andre; Suwija, I Ketut
Journal of Honai Math Vol. 4 No. 2 (2021): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v4i2.173

Abstract

Major changes in education caused by the Covid-19 Pandemic led to a decrease in students' thinking skills. Therefore, it is very important to analyze how the level of thinking ability of students in this era. The purpose of this study was to analyze students' higher order mathematical thinking skills in the era of Covid-19 Pandemic by using three stages of metaphorical thinking. This research was conducted in the even semester. The subjects in this study were 11 students of class IIB Mathematics Education Study Program, Universitas Mahasaraswati Denpasar. This research uses descriptive analysis techniques. Data collection was carried out through tests, interviews, observation, and documentation. The results showed that the students' high-order mathematical thinking skills were very low where only 20% of students answered correctly at the grounding metaphors stage, 25% at the linking metaphors stage, and only 25% at the redefinitional metaphors stage. In general, this phenomenon occurs due to the reduced opportunities for students to interact and discuss during online learning in the Pandemic era which also results in a lack of opportunities for students to exchange understanding and knowledge. Students also cannot understand problems in depth and relate concepts to everyday life.

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