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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 124 Documents
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Assessing seventh-grade students' computational thinking skills through problem-based learning: Focus on integer addition and subtraction Hapizah, Hapizah; Mariela, Anadia Muli; Mulyono, Budi
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.v7i2.560

Abstract

Computational thinking is a crucial skill that facilitates problem-solving for students. Recognizing its importance, the PISA 2021 framework incorporates computational thinking to enhance problem-solving and mathematical reasoning abilities. However, the proficiency of students in computational thinking remains low in Indonesia due to its infrequent integration into the curriculum. This study aims to evaluate students' computational thinking skills based on the indicators of decomposition, pattern recognition, abstraction, and algorithmic thinking following the implementation of computational thinking-based learning using the Problem-based Learning (PBL) model, specifically on integer addition and subtraction. The research involved 28 seventh-grade students from SMP Negeri 54 Palembang during the first semester of the 2023/2024 academic year. Data were collected through tests and interviews. The findings indicate that students' computational thinking skills are at a medium level. Furthermore, the study examines students' abilities concerning specific computational thinking indicators. It underscores the impact of computational thinking-based learning in enhancing students' ability to design and develop structured and systematic problem-solving strategies.
Ethnomathematics of Darussajidin Mosque Indramayu in designing mathematics activities and philosophy of Islamic values Mellawaty, Mellawaty; Nurhazijah, Eva; Mulyana, Diki
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.v6i1.389

Abstract

A mosque is a place of worship for Muslims worldwide. The shape of the mosque in each region is different. Along with the times, the mosque has also become one of the objects in cultural acculturation from one area to another, thus creating increasingly diverse shapes and designs in mosques. One of them is the Darussajidin Mosque in Bondan Barat Indramayu. This research aims to determine the ethnomathematics of the Darussajidin Indramayu mosque in designing mathematical activities and the ethnomathematics of the Darussajidin Indramayu mosque on the philosophical meaning of Islamic values. This research was conducted at the Darussajidin mosque, Indramayu, in Bondan Village, Sukagumiwang District, Indramayu Regency. The subjects in this study were DKM mosques, caretakers, community leaders, and cultural observers, while the object in this study was the Darussajidin Indramayu mosque. This research is qualitative research with an ethnographic approach. Observation, interviews, and documentation collected data. The instruments used are observation guidelines, interview guidelines, and documentation tools. The results showed that there was ethnomathematics of the Darussajidin Indramayu mosque in the mathematical activity of designing, and there was ethnomathematics of the Darussajidin Indramayu mosque in the philosophical meaning of Islamic values among them; on the roof, dome, walls, pillars, floors, and ornaments of the Darussajidin Indramayu mosque.
Ethnomathematics exploration in the Mappacci tradition of the Bugis ethnic group Ahmad, Asdar; Naufal, Muhammad Ammar; Arwadi, Fajar; Jeranah, Jeranah
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.v7i1.549

Abstract

The incorporation of cultural elements into mathematics education has the potential to enhance learning outcomes. This investigation sought to identify and elucidate the mathematical concepts inherent in the Mappacci tradition of Bugis culture. Employing qualitative ethnography, the study discerned mathematical patterns within the ritualistic practices through a combination of observations, interviews, documentation, and literature review. Analysis of the gathered data involved qualitative methodologies including domain analysis, taxonomy analysis, componential analysis, and analysis of cultural themes. Findings revealed that the use of specific odd and even numbers, such as 1, 7, and 9, alongside those prominent in the Pacci presentation, conveys fundamental life principles such as perfection and integrity. Moreover, geometric forms like triangles and rectangles symbolize stability and essential virtues, reflecting the cyclical essence of life and providing spiritual guidance. The symbolic application of Inai (Pacci) leaves underscore’s themes of unity and purification, reinforcing familial bonds. Furthermore, the adherence to numerical values like 30 and 3 in rituals reflects the influence of Islamic teachings, emphasizing the significance of triadic patterns in fostering religious and social cohesion. These cultural elements imbue both community and individual existence with profound ethical, spiritual, and cultural values, thereby enriching societal fabric.
Ethnomathematical investigation of traditional games for cultural preservation in the Indonesia-Timor Leste border region Deda, Yohanis Ndapa; Disnawati, Hermina
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.v7i1.512

Abstract

Traditional games offer children numerous benefits, including health, character development, and educational resources. However, these games have yet to be explored as learning tools for students with dyscalculia, particularly in border areas. This research aims to investigate the mathematical concepts embedded in traditional games as part of the local culture in the Indonesia-Timor Leste Border Area (ITLBA) community. Employing an exploratory approach with an ethnographic methodology, the study utilized documentation, observation, and interviews involving 13 children aged 7-14 years and five informants from the border area. Findings revealed mathematical concepts, including geometry and numerical concepts, within traditional games such as Galah Asin, Kelereng, Siki Doka, and Congklak. Moreover, these games instilled character values such as patriotism and sportsmanship. Children in the ITLBA region benefited from traditional games through social interaction, fostering kinship, cooperation, responsibility, and enhancing psychomotor skills. Ethnomathematics research on traditional games at ITLBA suggests utilizing these games as a platform for mathematics education, especially for students with disabilities. Leveraging classic games can help bridge the gap for students with disabilities, facilitating their numerical skills development within the educational context.
Unveiling the ethnomathematics in Yogyakarta's Sultan palace architecture Yudhiartika, Fatmarani; Utami, Niken Wahyu
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.v7i2.607

Abstract

The architecture of the Sultan's Palace in Yogyakarta offers a compelling opportunity to engage students in mathematics education while simultaneously contributing to preserving and promoting local cultural heritage from an early age. This research aims to explore the ethnomathematics embedded within the architectural design of Yogyakarta’s Sultan Palace to facilitate elementary school students' comprehension of mathematical concepts, particularly those related to numbers. Employing a qualitative approach, this study investigates the ethnomathematical dimensions of the Sultan's Palace architecture through comprehensive observation and analysis. The methodology involves examining the architectural features, identifying conceptual underpinnings, and establishing criteria to validate the traditional practices embodied in the palace's design. Based on these findings, new criteria for mathematics education are proposed. The research focuses on various elements of the Sultan’s Palace, including Kemandungan Lor/Plataran Keben, Bangsal Pancaniti, Regol Bangsal Pancaniti, Bangsal Sri Manganti, Penjagen Dragunder, Bangsal Manis, Bangsal Mandhasana, Ward Kotak, Gedhong Jene, Kasatriyan, Bangsal Kencana, and Danapratapa Gate. The results indicate that the architectural features of the Sultan’s Palace offer valuable insights into teaching mathematical concepts across several domains, such as numbers, algebra, measurement, geometry, data analysis, and probability. Specifically, the study aims to uncover geometric patterns, shapes, and principles integrated into the palace’s design. This research contributes to cultural preservation by documenting and analyzing the application of mathematics in the Sultan's Palace architecture—an aspect often neglected. Additionally, the findings hold significant implications for education by providing innovative teaching materials that intertwine cultural and mathematical elements, thereby enhancing students' understanding of mathematical concepts.
Questions used by novice and experienced teacher in intervening mathematics class interactions Zayyadi, Moh; Lanya, Harfin; Sulfiah, Sitti Karimah
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.v6i2.411

Abstract

Learning interventions are mostly carried out by teachers in accommodating students' learning needs according to their characteristics because they can help students in improving their thinking. One form of learning intervention carried out by the teacher is through a question submission. Asking is the most common verbal communication behavior used in teaching. This research is a qualitative research with a descriptive approach because it is based on the research objective, finding out the use of questions by novice and experienced teachers in intervening mathematics class interactions. The subjects in the study were two novice teachers and two experienced teachers. The instruments used were observation sheets and interview guides which had been validated by the validator and declared feasible as research instruments. Checking the validity of the data using method triangulation and data source triangulation. The results of the study show that the use of questions by novice teachers and experienced teachers is still limited to uncovering operational knowledge and basic knowledge, not metacognitive knowledge, they are still using questions with the aim of remembering content that has been previously studied and providing calculation results and have not been able to encourage them to think critically, creatively as well as cultivating conceptual understanding and generating ideas and not directing and building student understanding  so that there is a need for training to improve the quality of teachers in mastering techniques for asking questions to students in order to develop and strengthen teachers' pedagogical abilities considering the importance of teachers' pedagogical abilities in implementing the learning process and asking questions in intervening in mathematics class interactions can encourage students to think critically and creatively and foster understanding. concepts and generate ideas and can direct and build their understanding well in order to compete in a global scope.
Innovative e-book to numeracy skill improvement: The role of flip HTML5 in digital pocket book development Kadarisma, Gida; Indah, Jihan Purnama; Annisa, Delsyfa Putri; Fitria, Nury Ainun; R, Windriani
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.v7i2.562

Abstract

This research was prompted by the observed deficiency in numeracy skills among junior high school students. Consequently, the study aims to develop digital teaching materials utilizing Flip HTML 5 to enhance these skills. The research method employed is research and development (R&D) using the 4D model: Define, Design, Develop, and Disseminate. The instruments used in this study include expert validity sheets, student response questionnaires regarding the practicality of the teaching materials, and numeracy test instruments focused on number pattern material. The limited trial involved 8 randomly selected students from a junior high school in West Bandung Regency, while the implementation stage included 26 randomly selected students from the same region. The results indicated that the Flip HTML 5-assisted digital pocketbook teaching materials developed were valid, practical, and effective in improving students' numeracy skills. This study implies that the developed teaching materials can be an alternative for teachers seeking ICT-assisted resources to enhance students' numeracy abilities.
The Effect of Digital Learning on Student Mathematics Achievement at Junior High School Rahmadani, Farah Putri; Johar, Rahmah; Hidayat, Mukhlis
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.v6i1.390

Abstract

During the industrial revolution 4.0, technology to help students learn mathematics was developed, one of which is a digital learning platform. The presence of startup companies that market digital learning platforms aims to improve students’ achievement. However, some people think the digital learning platforms at this time are considered as a means to seek profit only because currently, the number of digital learning platforms is growing rapidly and vastly. This study aimed to determine the effect of digital learning on student mathematics achievement and the correlation between the level of use of digital learning platforms and mathematics achievement. This study used a quantitative approach with a correlation research type. The population in this study was all students of grade 9 of one junior high school in Banda Aceh, Indonesia, total of 155 students. The instruments were a digital learning platforms usage level questionnaire and student mathematics achievement score. The data analysis used in this study was the chi-squared test and contingency coefficient. The results of the analysis obtained from this study are there is an effect of digital learning on students' mathematics achievement, and the correlation between level of use of digital learning platforms and mathematics achievement was very high. This study is expected to provide information as a basis for consideration, support, and guidance for students to utilize learning resources on digital learning platforms that have been widely available so that improve mathematics achievement.
Revealing the traditional music of Gamelan: A mathematical content for elementary students Ainora, Eva Pungki; Utami, Niken Wahyu
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.v7i1.465

Abstract

Gamelan, a traditional Indonesian musical ensemble, presents an intriguing avenue for integrating mathematical concepts into elementary school curricula. This study employs an ethnomathematics approach to unveil the inherent mathematical principles embedded within Gamelan compositions, aligning them with elementary mathematical content. Through participant observation, interviews with practitioners, and document analysis, the research elucidates Gamelan's potential to facilitate learning across various mathematical domains. Findings indicate that Gamelan can effectively convey geometric concepts such as squares, rectangles, circles, spheres, trapezoids, cylinders, and cones, as well as principles of measurement utilizing standard units and numerical operations through tangible, experiential methods.
Revealing the dynamics of online mathematics learning in higher education: A students’ perspective Husna, Asmaul; Agustyaningrum, Nina; Hasibuan, Nailul Himmi
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.v7i1.439

Abstract

The surge in technological advancements has made online learning increasingly significant, especially during the COVID-19 pandemic. However, it presents specific challenges, particularly in abstract disciplines like mathematics at the university level. This study aims to identify the factors that either facilitate or hinder university students' experiences with online mathematics education during the pandemic. Employing a quantitative survey methodology, the research gathered data from 337 mathematics education students in Indonesia through random sampling. Google Forms conducted the survey, which evaluated eight key aspects: learning motivation, participation, course materials, facilities and infrastructure, interaction, technology skills, learning environment, and self-regulated learning. The results reveal that the primary factors supporting online mathematics learning include high student motivation, active participation, adequate technological skills, and strong self-regulation. Conversely, the main barriers are unstable internet connectivity, high data costs, complex course content, limited interaction, and suboptimal learning environments. These findings suggest that mathematics educators can improve online learning by developing interactive and engaging experiences. Strategies to achieve this may include integrating multimedia resources, optimizing task design, facilitating discussion forums, and creating a stimulating learning atmosphere.

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