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All Journal Indonesian Journal of Applied Science and Engineering
Asma Khoirunnisa
Universitas Negeri Yogyakarta

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Mapping the Evolution of Educational Evaluation and E-Learning Research in Indonesia Post-COVID-19: A Bibliometric Analysis (2020–2024) Asma Khoirunnisa; Heri Retnawati; Risky Setiawan; Samsul Hadi; Auliasari Marjan; Sitti Aminah; Hanifah Mar'atush Shalihah; Israel Amatepey; Aisha Juma Mussa; Alaa Abdelkader
Indonesian Journal of Applied Science and Engineering Vol. 4 No. 1 (2026)
Publisher : Peneliti Teknologi Teknik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59247/ijase.v4i1.154

Abstract

The rapid shift to online and technology-mediated learning during the COVID-19 pandemic significantly transformed Indonesia’s educational practices and intensified attention to how learning processes and outcomes are evaluated. This study maps the evolution of educational evaluation and e-learning research in Indonesia after the pandemic by examining publication trends, thematic patterns, and intellectual structures from 2020 to 2024. A total of 133 publications published between 2020 and 2024 were retrieved from Scopus using a structured search query construction procedure and analyzed through Biblioshiny. The analysis included annual scientific production, average citation trends, cumulative growth modelling, keyword co-occurrence mapping, thematic mapping, and conceptual structure analysis. Data quality was strengthened through duplicate checking, keyword standardization, metadata consistency checks, and verification of Indonesian institutional affiliations. The findings reveal five major clusters: e-learning as a central theme connecting evaluation and digital pedagogy; learning assessment and student performance; educational technology and AI-supported learning tools; learning systems and platform-based instructional models; and emerging topics such as digital literacy, local wisdom, metaverse-related learning, and instrument development. These results indicate a post-pandemic shift toward technology-supported evaluation practices while also exposing gaps in validated digital assessment instruments, longitudinal evaluation, AI-integrated assessment frameworks, and equity-sensitive studies across diverse Indonesian educational contexts.
Socio-Economic Status and Students’ Financial Numeracy: A Systematic Literature Review and Meta-Analysis of International Evidence Hanifah Mar'atush Shalihah; Samsul Hadi; Edy Supriyadi; Heri Retnawati; Risky Setiawan; Asma Khoirunnisa; Aziza Akramova; Aala Abdelkader; Israel Ametepey
Indonesian Journal of Applied Science and Engineering Vol. 4 No. 1 (2026)
Publisher : Peneliti Teknologi Teknik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59247/ijase.v4i1.155

Abstract

This study aims to provide a quantitative synthesis of the association between socioeconomic status (SES) and students’ financial numeracy. The systematic review followed PRISMA guidelines and included 26 journal articles published between 2021 and 2026, representing 166,427 participants from 15 countries. Using a random-effects model, the meta-analysis found a statistically significant moderate positive association between SES and financial numeracy, r = 0.31, 95% CI [0.21, 0.40], p < .001. However, substantial heterogeneity was observed, I² = 98.4%, indicating considerable variation across studies. Subgroup analyses suggested that the SES–financial numeracy relationship was stronger in developing countries and rural geographical contexts, where family resources may play a greater role in students’ financial learning opportunities. The association also appeared more pronounced at the university level, suggesting a widening SES gap across educational progression. No substantial evidence of publication bias was detected. This study concludes that SES is an important international predictor of students’ financial numeracy and highlights the need for early, inclusive, and context-sensitive financial mathematics education, particularly for students from lower-SES backgrounds.
Does Educational Level Moderate the Relationship Between Mathematical Resilience and Mathematical Problem-Solving Ability? A Meta-Regression Analysis Asma Khoirunnisa; Heri Retnawati; Risky Setiawan; Samsul Hadi; Hanifah Mar'atush Shalihah; Xu Wenxin; Kamola Omonova; Ibnu Rafi
Indonesian Journal of Applied Science and Engineering Vol. 4 No. 2 (2026)
Publisher : Peneliti Teknologi Teknik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59247/ijase.v4i2.157

Abstract

The relationship between mathematical resilience and mathematical problem-solving ability is well established; however, the extent to which this relationship varies across educational levels and learning contexts remains unclear. Extending previous meta-analytic evidence, this study examined educational level and the COVID-19 learning period as potential moderators. The quantitative synthesis included 31 primary studies published between 2017 and 2022, yielding 40 effect sizes: 11 from high-school studies, 17 from university studies, and 12 from junior-high-school studies. A random-effects model produced an overall pooled Fisher’s (z) of 0.76,95% CI [0.64,0.88], (t(38)=13.10),(p<.001), equivalent to approximately (r=.64). Substantial heterogeneity was observed, (τ=0.32),95, and (I^2=81.83, with a 95% prediction interval from (z=0.10) to (z=1.42), equivalent to approximately (r=.10) to (r=.89). The pooled effects were positive and significant for high school, (z=0.831), university, (z=0.793), and junior high school, (z=0.659). However, educational level did not significantly moderate the relationship, (Q_m (2)=1.57),(p=.457). The COVID-19 period was also not a significant moderator within the high-school, (F_m (1,9)=0.046),(p=.836), university, (F_m (1,15)=3.984),(p=.064), or junior-high-school subgroup, (F_m (1,10)=0.480),(p=.504). These findings indicate that mathematical resilience is consistently associated with stronger problem-solving performance across educational levels, although substantial variation remains within each subgroup. Resilience-supportive mathematics instruction should therefore be implemented across educational stages and accompanied by adequate instructional and contextual support.
Questioning “Boy Math” and “Girl Math”: A Measurement-Based Test of Gendered Financial Behaviour Profiles Among Indonesian Students Asma Khoirunnisa; Heri Retnawati; Risky Setiawan; Samsul Hadi; Hanifah Mar'atush Shalihah; Zhansaya K. Markhmadova; Alaa Abdelkader; Aisha Juma Mussa
Indonesian Journal of Applied Science and Engineering Vol. 3 No. 2 (2025)
Publisher : Peneliti Teknologi Teknik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59247/ijase.v3i2.168

Abstract

The popular phrases “Boy Math” and “Girl Math” have transformed humorous spending explanations into a wider discussion about gender and money. This study uses the discourse as a cultural entry point rather than as a construct directly measured by PISA 2018, which predates the trend and does not assess meme-specific post-hoc spending rationalisations. Using complete-case data from 5,833 Indonesian students, the study examined financial autonomy, careful price behaviour, bank confidence, digital confidence, financial behaviour, and financial attitude through ordinal confirmatory factor analysis, gender measurement invariance, latent factor scores, k-means clustering, and a secondary Random Forest diagnostic. The measurement model showed acceptable fit (CFI = 0.992, TLI = 0.991, RMSEA = 0.063, SRMR = 0.059), and invariance was supported up to the strict level. The two-cluster solution separated students consistently across all six dimensions, indicating higher and lower financial engagement levels rather than qualitatively distinct reasoning styles. The unadjusted association between gender and cluster membership was not significant, χ²(1) = 2.135, p = 0.144, Cramer’s V = 0.019. In adjusted logistic regression using conventional standard errors, male students had slightly lower odds of belonging to the higher-engagement group after grade was controlled (OR = 0.864, p = 0.006). School-clustered standard errors were not reported in the supplied output, so the adjusted inferential result remains provisional. Given the gender-balanced profiles, negligible unadjusted effect size, and odds ratio close to one, the relationship is substantively small. Random Forest reconstructed the internally generated cluster labels with 97.27% out-of-bag accuracy; this represents classification fidelity rather than external predictive validity. The findings do not support treating “Boy Math” and “Girl Math” as clear empirical gender categories.
Co-Authors Aala Abdelkader Aisha Juma Mussa Alaa Abdelkader Auliasari Marjan Aziza Akramova Edy Supriyadi Hanifah Mar'atush Shalihah Heri Retnawati Ibnu Rafi Israel Amatepey Israel Ametepey Kamola Omonova Risky Setiawan SAMSUL HADI Sitti Aminah Xu Wenxin Zhansaya K. Markhmadova