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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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Why is the mathematics educator called inspiring? Simamora, Rustam Effendy; Darmayasa, Jero Budi; Kamara, Jean Gloria
Journal of Honai Math Vol. 5 No. 2 (2022): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v5i2.334

Abstract

Inspiration plays a significant role in sparking or enhancing the learning motivation of prospective mathematics teachers (PMTs). Inspiration will also influence the mathematical identity of PMTs’ when they become professional mathematics teachers. A mathematics teacher educator (MTE) can be a source of inspiration for PMTs; hence, a study must identify and explain why an MTE is considered inspiring. This study attempts to develop the theory of inspiring MTEs profiles based on the experience of PMTs. This study included 21 students and 7 lecturers of the Mathematics Education Department in a public university in Indonesia. This qualitative research was conducted employing a grounded theory constructivist approach. The findings revealed that inspiring MTEs possessed the following characteristics: “creating a sense of comfort, being knowledgeable, being motivating, providing fun and enjoyable learning, imparting new insights and comprehension, and being disciplined and authoritative.” According to this theory, an inspiring MTE creates a sense of comfort through their gracious, friendly, humble, and humorous personality. Fun and enjoyable learning in this study is learning that provide a sense of comfort, fun learning, interactive learning, and carrying out evaluations. MTEs give new insight and understanding by explaining in detail, systematically, and easily understood, sharing creative ideas, and providing scaffolding. Implications of this finding are discussed.
The complexity of preservice teachers doing an interdisciplinary statistics project Lekaus, Silke; Meaney, Tamsin; Shockey, Tod
Journal of Honai Math Vol. 5 No. 2 (2022): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v5i2.269

Abstract

In this article, 30 preservice teachers’ engagement in an interdisciplinary project about the settlement of Iceland by the Vikings is investigate. A qualitative research method was applied to examine photos that documented preservice teachers’ group work over three days and their responses to an open-ended questionnaire about their learning outcomes. The preservice teachers’ responses to the questionnaire suggested that they failed to recognize the statistical aspects that they had engaged with, such as averages, which could be identified in photographs of their group work over three days. The photographs showed that students had participated in the different cycles of the statistical enquiry model, at least to some degree, with one major lack being variation. These results have implications for teacher educators who want to support preservice teachers to adopt interdisciplinary projects in their future classrooms.
Ethnomathematical analysis of student activities in associating quadrilateral and triangle concepts Amaliyah, Yika; Marsigit, Marsigit
Journal of Honai Math Vol. 7 No. 1 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i1.444

Abstract

Through integrating local culture into learning, students can observe the application of mathematical concepts in real-life contexts. Therefore, this research aims to outline the steps involved in incorporating ethnomathematics of Yogyakarta batik motifs into the teaching of quadrilateral and triangle concepts in mathematics at private junior high schools in Sleman Regency, Yogyakarta. A qualitative case study approach was employed, involving eight seventh-grade students selected through purposive sampling based on specific criteria. Data were collected via observations, document analysis, and interviews. The findings indicated that the implementation of ethnomathematics-based activities using Yogyakarta batik motifs was successful. Students demonstrated positive responses and enthusiasm. The instructional steps for these association activities included: introducing students to Yogyakarta ethnomathematics, presenting examples of batik motifs, explaining the cultural values embedded in these motifs, identifying rectangular and triangular patterns within the motifs, engaging students in creating simple batik designs that incorporate these geometric elements, and discussing and sharing their work.
Visualization techniques for proofs: Implications for enhancing conceptualization and understanding in mathematical analysis Muzangwa, Jonatan; Ogbonnaya, Ugorji
Journal of Honai Math Vol. 7 No. 2 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i2.603

Abstract

Visual images are frequently utilized to elucidate concepts in general mathematics and geometry; however, their application in mathematical analysis remains uncommon. This paper demonstrates how visual imagery can enhance the proof of certain theorems in mathematical analysis. It emphasizes the importance of visualization in the learning and understanding of mathematical concepts, particularly within mathematical analysis, where diagrams are seldom employed. The paper focuses on the reasoning processes used by mathematicians in proving selected fundamental theorems of mathematical analysis. It provides illustrative examples where visual images are instrumental in performing specific subtasks within proof development and in completing the proofs. The proofs discussed include the sum of the first n natural numbers, the sum rule of integration, the mean value theorem for derivatives, the mean value theorem for integrals, and Young’s Inequality. This paper underscores that visual images serve not only as persuasive tools but also as bridges between symbolic representations and real-world understanding.
School belonging, student bullying, and school disciplinary climate in TIMSS top-performance countries Mohammadpour, Ebrahim
Journal of Honai Math Vol. 6 No. 2 (2023): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v6i2.458

Abstract

There is insufficient research on how a student's sense of belonging at school affects their academic performance, particularly in the context of the five East Asian countries that consistently significantly outperform other nations in the Trends in International Mathematics and Science Study (TIMSS). This study examined the relationships between students' sense of school belonging, bullying, school climate, and mathematics achievement in Hong Kong, Japan, Korea, Singapore, and Taiwan. The data analyzed included mathematics test scores and questionnaire responses from 3265, 4446, 3861, 4853, and 4915 eighth graders from 136, 142, 168, 153, and 203 schools in these five countries, respectively. These students participated in TIMSS 2019 and the data was analyzed using path analysis technique. The results showed a significant relationship between a student's sense of belonging and achievement in all countries. However, this significant association disappeared for all countries except Korea and Singapore when factors such as bullying and school disciplinary climate were taken into account. The association was strongest among Singaporean students and weakest among Taiwanese students. The results of this study are consistent with previous research that attributes East Asian students' success to their cultural learning model rather than other factors. A sense of belonging at school is critical to promoting positive academic performance, development and well-being.
Perceptions of failed mathematics education students toward preparatory mathematics course Simamora, Rustam Effendy; Tanjung, Firima Zona; Rizmawati, Lusiana; Lastari, Dini Adhe
Journal of Honai Math Vol. 7 No. 2 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i2.571

Abstract

Investigating the experiences of mathematics education students who have faced academic challenges is vital for shaping the professional development of future mathematics educators. This study examines the experiences of Indonesian mathematics education students who have encountered difficulties in a Preparatory Mathematics Course (PMC). Employing a qualitative case study narrative approach, we explore these students’ perceptions, emphasizing the crucial role of foundational mathematics skills and the potential of PMC in aiding underprepared learners. Data were collected through questionnaires and interviews. The findings reveal varied perspectives on the course's value. Some students recognized its significance and contribution to their university studies, particularly in mathematics content courses, while others viewed it as less impactful. Factors contributing to student failures included a lack of focus and dedication, carelessness in test assessments, and discrepancies between expected and actual learning experiences. Additionally, participants provided constructive suggestions for improving the course, such as integrating collaborative learning, enhancing assignments and assessments, incorporating instructional videos, offering in-person learning opportunities, adjusting schedules, and facilitating anonymous online discussion forums. These insights offer valuable directions for refining PMC and improving outcomes for mathematics students and educators.
Structural Model Between Mathematical Reasoning and Mathematics Problem-Solving Abilities of Junior High School Students Anggoro, Abdurrobbil Falaq Dwi; Hendriana, Heris; Yuliani, Anik
Journal of Honai Math Vol. 6 No. 1 (2023): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v6i1.405

Abstract

Based on the preliminary survey, it is known that the scores of junior high school students' math problem-solving abilities are low. One of the causes of the low ability to solve mathematical problems is the low ability of students' mathematical reasoning. The purpose of this study was to examine the suitability of the structural equation model for the relationship between mathematical reasoning abilities and mathematical problem-solving abilities. This research design is ex post facto. The population of this study was students of SMP N 1 Bengkulu City, as many as 296 students. A simple sample randomly selected as many as 100 people. The research instrument was a test of mathematical problem-solving ability and a test of mathematical reasoning ability. The data were analyzed through a structural equation model with the help of the Lisrel 8.8 and SPSS programs. The result of this research is that the path efficiency is very significant, meaning that the ability of mathematical reasoning is directly related to the ability of solving mathematical problems. This means that an increase in mathematical reasoning ability leads to an increase in mathematical problem-solving ability. The conclusion of this study is that mathematical reasoning ability is directly related to mathematical problem-solving ability, with the contribution of mathematical reasoning ability to increasing mathematical problem-solving ability of 15.13%. The implication is that in the process of learning to solve mathematical problems, mathematical reasoning abilities are a necessary condition for students before learning to solve mathematical problems.
The integration of Ethno-RME in MatCityMap application to support students’ learning of system of linear equations: A case of Mangkujo Math Trail Nurnaningsih, Laila; Prahmana, Rully Charitas Indra; Yunianto, Wahid; Bautista, Guillermo Jr.
Journal of Honai Math Vol. 7 No. 1 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i1.599

Abstract

In the rapidly advancing digital era, mathematics education must integrate various technological applications to support students' development for the 21st century. However, mere technological integration is insufficient; learning must also involve hands-on activities and real-life experiences to equip students with essential skills. Although many current math lessons incorporate technology, they often overlook students' real-life experiences. Hence, there is a need for mathematics learning approaches that combine technology with student activities and relate them to real-life contexts. Ethno-Realistic Mathematics Education (Ethno-RME) is an innovative approach that uses real contexts as a starting point for learning. This approach can be enhanced by the MathCityMap (MCM) application, making learning more interactive and engaging for students. Therefore, this study explores the potential of MCM by integrating content from the Ethno-RME approach. MCM is an emerging technology that facilitates the exploration of outdoor mathematics, providing students with contextual and real-life problems. The authors developed mathematical tasks based on a café or resort in a district in Central Java. Through Educational Design Research (EDR), mathematical tasks were created using artifacts available in the café and incorporated into the MCM application. Students could access the tasks from their mobile devices and track their locations (math trails). The study focused on the system of linear equations derived from geometrical objects found in the café. The results indicated positive impacts, such as improved students' conceptual understanding and mathematics performance. This study provides evidence of the effectiveness of integrating Ethno-RME with digital technology to support students' learning of mathematics. Further research is needed to explore more ethnomathematics activities integrated into MCM that are suitable for students' backgrounds and locations.
The effectiveness of developing culture-based mathematics learning media through visual basic application Hidayat, Wahyu; Linda, Linda
Journal of Honai Math Vol. 6 No. 1 (2023): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v6i1.396

Abstract

Learning media in the process of teaching and learning mathematics have been found in Indonesia. However, learning media with cultural approach nuances are still difficult to find. This shows that the need for learning media to integrate the culture in learning mathematics. Technological developments have changed all fields, including culture. Culture-based mathematics learning through Visual Basic Application (VBA) media has not been studied much, so it is hoped that it can overcome problems in learning mathematics to improve students' mathematical reasoning abilities and ultimately preserve culture. This study aims to develop culture-based mathematics learning media through VBA, which has a good level of validation, practicality, and effectiveness. The research method used is development research using the Plomp model, which includes the initial investigation, design, and assessment phase. The subjects of this study were 34 students of class IX-A from one of the junior high schools in Indonesia. The instrument used was a test containing a description test of 4 questions based on indicators of reasoning ability and a non-test instrument containing student questionnaires and interview instruments. The media developed in this study were analyzed through validity and practicality in order to obtain valid and practical media. The results showed that culture-based mathematics learning media had very valid quality criteria (84.5%), we're very practical (82.14%), and potentially influenced the development of students' mathematical reasoning abilities (80.65%). In addition, teachers and students showed a positive response to the implementation of learning. This indicates that culture-based mathematics learning media through VBA is a feasible alternative to be used and developed in mathematics learning. This has the impact that through learning with cultural nuances, student ethics will be better, mutual respect, respect, and even culture can be preserved. Thus, learning culture-based mathematics through VBA is very effectively used in learning curvature material.
Utilizing e-comic media for differentiated learning: A Realistic Mathematics Education approach to stimulate learning interest Fitriani, Nelly; Leton, Samuel Igo
Journal of Honai Math Vol. 7 No. 1 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i1.513

Abstract

The primary aim of this study is to ascertain the learning preferences of junior high school students and evaluate their interest in mathematics following instruction utilizing e-comic media grounded in realistic mathematics education within a framework of differentiated learning. Employing a mixed methods approach with an exploratory sequential design, the study targets junior high school students in the West Bandung region, with a cohort of 30 eighth-grade students selected as the sample. Questionnaires serve as the primary instruments to discern students' learning styles. Qualitative analysis involves scrutinizing these styles vis-à-vis their learning requisites. The ensuing analysis informs the customization of instructional media tailored to students' preferences, subsequently validated by experts. The study culminates in administering interest assessment questionnaires post-instruction. Findings and data analysis reveal three predominant learning tendencies among students: visual (37%), auditory (20%), and kinesthetic dominated (43%). The developed instructional media, validated and tested for efficacy, effectively caters to these learning styles. Application of this media demonstrates heightened interest in learning mathematics compared to traditional instructional methods.

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