Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Mosharafa: Jurnal Pendidikan Matematika Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Pustaka Cendekia Pendidikan
Hendrisa Rizqie Romandoni
Universitas Sebelas Maret
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Kemampuan Pemecahan Masalah Mahasiswa dalam Menyelesaikan Masalah pada Mata Kuliah Statistika Bisnis 1 Berdasarkan Kemampuan Matematika Fatriya Adamura; Hendrisa Rizqie Romandoni
Jurnal Pustaka Cendekia Pendidikan Vol. 4 No. 1 (2026): Jurnal Pustaka Cendekia Pendidikan, Volume 4 Nomor 1, Mei - Agustus 2026
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/jpcp.v4i1.502

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah mahasiswa dalam menyelesaikan masalah pada mata kuliah Statistika Bisnis 1 berdasarkan kemampuan matematika. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek mahasiswa yang dikategorikan ke dalam kemampuan matematika rendah, sedang, dan tinggi. Data dikumpulkan melalui tes pemecahan masalah, dokumentasi lembar jawaban, dan wawancara sebagai data pendukung. Analisis kemampuan pemecahan masalah mengacu pada empat tahapan, yaitu memahami masalah, menyusun rencana, melaksanakan rencana, dan memeriksa kembali hasil penyelesaian. Hasil penelitian menunjukkan bahwa mahasiswa dengan kemampuan matematika rendah belum mampu menyelesaikan soal secara lengkap, terutama pada perhitungan varians, deviasi standar, penyajian diagram, dan interpretasi data. Mahasiswa dengan kemampuan matematika sedang mampu menyelesaikan beberapa prosedur perhitungan, tetapi masih mengalami kekurangan pada ketepatan konsep dan penafsiran hasil. Mahasiswa dengan kemampuan matematika tinggi mampu menyelesaikan soal secara lebih runtut, lengkap, dan sesuai konsep. Dengan demikian, kemampuan matematika berperan penting dalam kualitas pemecahan masalah mahasiswa pada mata kuliah Statistika Bisnis 1.
Integration And Evaluation of Computational Thinking in Mathematics Education: A Systematic Review of Research 2016-2025 Hendrisa Rizqie Romandoni; Farida Nurhasanah; Swasti Maharani
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 4 (2025): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i4.3548

Abstract

Penelitian ini bertujuan memetakan bagaimana computational thinking (CT) diintegrasikan dalam pendidikan matematika serta bagaimana CT dan hasil belajar matematika dievaluasi dalam studi empiris terindeks Scopus periode 2016–2025. Tinjauan disusun mengikuti pedoman PRISMA 2020 melalui penelusuran Scopus; penelusuran awal menghasilkan 149 artikel dan 54 artikel memenuhi kriteria inklusi untuk dianalisis. Data diekstraksi lalu dianalisis menggunakan analisis deskriptif dan tematik untuk mengidentifikasi pola integrasi CT–matematika dan pendekatan evaluasinya. Hasil menunjukkan tren publikasi meningkat dengan puncak produktivitas sekitar 2022–2023. Sebaran penelitian didominasi konteks Global North, sehingga transfer model integrasi ke konteks berdaya dukung terbatas perlu dikaji lebih hati-hati. Integrasi CT paling sering berorientasi alat. Dari sisi evaluasi, studi menggunakan beragam asesmen, namun ditemukan ketidakkonsistenan indikator CT dan capaian matematika, penggunaan instrumen yang berdiri terpisah, serta keterbatasan validasi lintas konteks dan jenjang pendidikan, sehingga asesmen autentik yang secara eksplisit mengukur keterkaitan CT dan capaian matematika dalam satu kerangka tugas masih terbatas. Temuan ini menegaskan perlunya pergeseran dari integrasi yang tool-driven menuju concept-driven serta pengembangan asesmen CT–matematika yang lebih autentik dan adaptif, termasuk untuk konteks Indonesia. This study mapped how computational thinking (CT) has been integrated into mathematics education and how CT and mathematics learning outcomes have been evaluated in empirical Scopus-indexed research from 2016 to 2025. A systematic review was conducted following PRISMA 2020 guidelines. The initial search retrieved 149 records, and 54 studies met the inclusion criteria for analysis. Data were extracted and analyzed using descriptive and thematic approaches. Findings show a rising publication trend with peak productivity around 2022–2023. Studies were dominated by Global North contexts, raising concerns about transferability to resource-limited settings. CT integration was most often tool-oriented, while unplugged and concrete-manipulative approaches emerged as feasible alternatives. From an assessment perspective, studies employed diverse approaches; however, inconsistencies in CT and mathematics indicators, fragmented measurement of the two domains, and limited cross-context and cross-level validation were evident, indicating that authentic assessments jointly capturing CT and mathematics achievement within a single task framework remain scarce.
Konstruksi dan Analisis Psikometrik Skala Motivasi Belajar Matematika Siswa SMP: Penelitian Yuli Bangun Nursanti; Hendrisa Rizqie Romandoni; Dzalfadina Tri Hastiti Cahyaningrum; Lutvia Gravika Aspira; Kania Fauziati Naila; Ririn Mardiyanti; Indra Jati Mukminan
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.3995

Abstract

The absence of a standardized instrument contextualized for Indonesian students was a primary problem motivating this research, which aimed to develop and validate the Mathematics Learning Motivation Scale (MLMS) for junior high school students. This study employed a systematic instrument development process. The scale was constructed based on a synthesis of motivation theories, specifically operationalizing four key aspects: choice of tasks, effort, persistence, and self-confidence. These aspects were formulated into 30 Likert-scale items. The validation method included content validity, which was established through expert judgment from two education experts, and construct validity. The subjects for the validation trial were 31 eighth-grade students from a junior high school in Boyolali. The primary instrument used was the 30-item MLMS questionnaire itself. Data analysis was performed using SPSS version 22. The results from the Pearson product-moment correlation showed that all 30 items were valid, with each item's rcalculated score exceeding the rtable value of 0.355 at a 5% significance level. Furthermore, the reliability analysis reported a Cronbach's Alpha coefficient of 0.917, demonstrating very high internal consistency. It was concluded that the developed MLMS is a valid and highly reliable instrument, suitable for objectively measuring mathematics learning motivation in this specific student context.
Co-Authors Dzalfadina Tri Hastiti Cahyaningrum Farida Nurhasanah Fatriya Adamura Indra Jati Mukminan Kania Fauziati Naila Lutvia Gravika Aspira Ririn Mardiyanti Swasti Maharani Yuli Bangun Nursanti