Journal of Honai Math
ISSN / EISSN : 2615-2185 / 2615-2193
Published by: Universitas Papua (10.30862)
Total articles ≅ 38
Latest articles in this journal
Journal of Honai Math, Volume 4, pp 49-66; doi:10.30862/jhm.v4i1.157
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.
Journal of Honai Math, Volume 4, pp 85-100; doi:10.30862/jhm.v4i1.175
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.
Journal of Honai Math, Volume 4, pp 67-84; doi:10.30862/jhm.v4i1.177
The COVID-19 pandemic has significantly changed Indonesia's educational system, including its universities. In all subjects, including mathematics, face-to-face learning systems must be transformed into online learning systems. The purpose of this study is to examine student responses to online lectures delivered during the Covid-19 pandemic. The study employed a descriptive qualitative method, with 30 students enrolled in high-grade mathematics courses. The data collection process included document analysis, observation, and questionnaire-assisted interviews. After that, the data were analyzed using descriptive statistics techniques and presented in diagrams and narration. The results revealed that the online lecture process incorporated a digital platform, including video conferencing via Zoom, cloud meetings, WhatsApp, and the University's Lumen. The majority of students dislike online learning, even though the lectures are delivered like face-to-face lectures. They dislike online courses for two primary reasons: the unstable quality of the internet network and difficulty comprehending subject concepts.
Journal of Honai Math, Volume 4, pp 35-48; doi:10.30862/jhm.v4i1.172
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.
Journal of Honai Math, Volume 4, pp 19-34; doi:10.30862/jhm.v4i1.164
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.
Journal of Honai Math, Volume 4, pp 1-18; doi:10.30862/jhm.v4i1.144
Problem-based learning (PBL) has been widely applied as a learning method in mathematics education. This meta-analysis study was conducted to summarize the evidence on the effectiveness of PBL on students' comprehension abilities. An associated database was searched for studies that met the inclusion criteria. The estimation method used a random-effect model with a 95% confidence interval (CI). The study analyzed 35 effect sizes from 22 primary studies published between 2011 and 2020, and for a total of 1993, students were included. The Comprehensive Meta-Analysis (CMA) program was used to assist the analysis. As a result of the study, the overall effect size was 0.790 (moderate effect) with a standard error of 0.181. Analysis of the study characteristics revealed that the application of PBL was more effective in the conditions of the sample size set by 1 - 30 students; lower level of education, and combined with the use of mathematics learning software. These findings become a consideration for mathematics education practitioners for the implementation of PBL in the future.
Journal of Honai Math, Volume 3, pp 169-180; doi:10.30862/jhm.v3i2.93
Mathematics is an essential field of science applied in nearly all areas of knowledge and individuals’ daily lives. Therefore, understanding students’ attitudes towards it and affecting their mathematics performance is an essential step for appropriate intervention to make the subject enjoyable. This paper aims to give a comprehensive picture of students’ attitudes towards mathematics and factors that affect their attitude and achievement. To achieve this objective, purposive and random sampling techniques were used. A questionnaire measuring students’ attitudes and their achievement in the subject was distributed to sample students in secondary schools. Data were collected using a questionnaire that was validated, pilot tested, and its reliability was determined. The data were analyzed using descriptive statistics. Students were asked to respond to a 5-point Likert scale questionnaire that includes factors that affect the teaching practice, teachers’ attribution, classroom climate, and students’ concern as a contributing factor for their attitude towards mathematics. Besides, five free-response questions were also included to get an in-depth view of students towards mathematics. Results indicated that students have an almost positive attitude towards mathematics. Factors contributing to poor performance include lack of practice, language deficiency, societal influence, comprehensive content of the subject, lack of background on the course, development of examination in mathematics, absence of tutorial, the need for more recreation, and lack of confidence. Students’ attitude towards mathematics has determined students’ achievement directly as well as the perspective of students, and their achievements are interdependent.
Journal of Honai Math, Volume 3, pp 157-168; doi:10.30862/jhm.v3i2.146
Higher Order Thinking Skills of students in Indonesia, including students in Papua, are still very low. On the other hand, Papua's nature and culture have the potential to be used as an instrument or context in developing questions that can develop students' Higher Order Thinking Skills (HOTS), especially in mathematics learning. This study aims to create and analyze HOTS questions based on nature and culture. The products developed were HOTS items, with the procedure for determining the context, expanding the items, testing the items' validity, and further analysis. The results showed that HOTS mathematics questions could be developed using Papua's Nature and Culture context. These results contribute to inspiring educators and other researchers to establish HOTS questions based on Papua's nature and culture, both in mathematics and other subjects.
Journal of Honai Math, Volume 3, pp 123-144; doi:10.30862/jhm.v3i2.107
This study aims to analyze the mathematics problem-solving process of high school students based on multiple intelligences. In research, multiple intelligence is divided into dominant linguistic intelligence, interpersonal and kinesthetic intelligence, dominant musical intelligence, logical-mathematical and naturalistic, existential, intrapersonal, and visual dominant intelligence. The type of research used in this research is descriptive exploratory, and the approach used is qualitative and quantitative approaches. Determination of research subjects was carried out using purposive sampling based on multiple intelligences, to obtain 3 high school students of class X as research subjects. The research instrument used was a multiple intelligence test and two problem-solving tests adopted from the American High School Math Exam (AHSME) Problems and the Provincial High School Mathematics National Science Olympiad questions. The data obtained were analyzed, utilizing data reduction. The research results show that students with multiple different intelligence bits have different ways of solving them, but there are also similarities in solving problems.
Journal of Honai Math, Volume 3, pp 111-122; doi:10.30862/jhm.v3i2.117
This study aims to determine the role of Guided Inquiry in understanding students' concepts in learning the Pythagorean theorem, through student worksheet-based guided inquiry learning models. This study uses descriptive qualitative research methods, which were carried out in class VIII D at SMP Muhammadiyah 1 Gamping. Data collection techniques used were documentation, observation, and written tests. Data obtained in this study were analyzed using data triangulation techniques. The results showed that the Guided Inquiry had a role in helping students to understand the concept of the Pythagorean theorem formula, through several stages of learning. In learning that uses guided inquiry, students can understand the Pythagorean theorem formula by finding it on their own and being facilitated by the teacher. Also, student learning outcomes indicate that the average value obtained by students is above the Minimum Mastery Criteria score for mathematics subjects of 65.