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Rizky Rosjanuardi

Universitas Pendidikan Indonesia

Author-ID : 364434

Humanities Computer Science & IT Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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ANALYSIS OF TEACHER UNDERSTANDING ON MATHEMATICAL LITERACY PROBLEMS Jupri, Al; Rosjanuardi, Rizky
Jurnal Pengajaran MIPA Vol 25, No 1 (2020): JPMIPA: Volume 25, Issue 1, 2020
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v25i1.21690

The Indonesian government has been promoting the National Literacy Movement since 2016. However, teachersâ€™ readiness to promote mathematical literacy skills in the classroom are deficient. This research aims to analyze secondary school mathematics teachersâ€™ understanding of mathematical literacy problems. We carried out a survey study involving 32 mathematics teachers in Bandung-West Java. In this survey, each teacher was requested to send two mathematics problems considered as mathematical literacy problems via Google Form. The result of the analysis showed that only one-fourth of the teachers are familiar with mathematical literacy problems. Implications for mathematics educations is discussed.

IDENTIFICATION OF JUNIOR HIGH SCHOOL STUDENTS’ ERROR TYPES IN UNDERSTANDING CONCEPT ABOUT RELATION AND FUNCTION Aflich Yusnita Fitrianna; Rizky Rosjanuardi
Jurnal Infinity Vol 10, No 2 (2021): VOLUME 10, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v10i2.p175-190

This study aims to identify types of errors made by students and their conceptions related to the concept of relations and functions. This research is a descriptive study with a qualitative approach conducted in eight grades at one of Madrasah Tsanawiyah in Kabupaten Bandung Barat. The research subjects were taken from 26 students who answered incorrectly on a given test. The research instrument was in the form of a diagnostic test based on basic competencies and indicators in the Relations and Function material. In-depth interviews were conducted with students who made mistakes in answering. Based on the data analysis, the mistakes made were: 1) conceptual error type 1, 2) conceptual error type 2, 3) procedural error, 4) technical error, and 5) error in understanding the problem. One of the causes of students' mistakes is the dissimilar concept between students’ and scientific conceptions.

IDENTIFYING STUDENTS’ DIFFICULTIES IN UNDERSTANDING AND APPLYING PYTHAGOREAN THEOREM WITH AN ONTO-SEMIOTIC APPROACH Rudi Rudi; Didi Suryadi; Rizky Rosjanuardi
MaPan : Jurnal Matematika dan Pembelajaran Vol 8 No 1 (2020): JUNE
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Abstract:This research is conducted to obtain a description of students’ difficulties in understanding and applying Pythagorean theorem based on the onto-semiotic approach. This research applies a qualitative approach with phenomenology interpretation design. Research data were collected using test and interview methods. The research result was deducted from students' answer sheets and interviews. Participants involved in this study were as many as 25 students of UPI Lab School Junior High School Bandung, who had learned Pythagorean theorem, 4 of which also participated in the interview. It showed that students found it complicated to comprehend definition, describe symbols or notations of mathematical objects, and interpret mathematical objects. Meanwhile, in solving problems related to the application of the Pythagorean theorem, students could describe procedure, algorithm, and technique in solving questions well.Abstrak:Penelitian ini bertujuan untuk mendapatkan gambaran kesulitan siswa dalam memahami dan menerapkan Teorema Pythagoras menggunakan pendekatan onto-semiotika. Penelitian ini menggunakan pendekatan kualitatif dengan desain interpretasi fenomenologi. Metode pengumpulan data, yaitu tes dan wawancara. Partisipan penelitian yang dilibatkan dalam uji kemampuan siswa adalah 25 orang siswa SMP Lab School UPI Bandung yang pernah belajar materi teorema Pythagoras, 4 orang dari 25 orang siswa tersebut dilibatkan dalam wawancara. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan dalam memahami definisi, mendeskripsikan simbol atau notasi dari objek matematika, serta kesulitan dalam memaknai objek matematika, sedangkan dalam menyelesaikan permasalahan penerapan teorema Pythagoras, siswa mampu mendeskripsikan prosedur, algoritma, dan teknik penyelesaikan masalah dengan baik.

USING GRAPHIC CALCULATOR IN TRIGONOMETRIC LEARNING: A DIDACTICAL DESIGN FOR TEACHER Churun Lu’lu’il Maknun; Rizky Rosjanuardi; Al Jupri
MaPan : Jurnal Matematika dan Pembelajaran Vol 9 No 1 (2021): JUNE
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2021v9n1a6

This study explored the activitiesusing a graphing calculator of 10th-grade high school students on the trigonometry topic. A total of 65 students were divided into two classes, the first class consisted of 32 students, and the second class consisted of 33 students. The main objective of this study is to present classroom activities enriched with graphing calculators and observe responses about teaching with this approach. This study is research on developing learning designs within the Didactical Design Research (DDR) framework presented in an exploratory narrative. Data were collected by using two trigonometry worksheets and lesson observations. The worksheets were constructed based on the following focus areas: behaviour of graphs, constructing related-angle formula, and overall performance of the learner. The result of this research is a learning design that has been tested on 65 high school students. The research results on how to analyze the results of the implementation of structured learning designs provide information that educators can use, including the use of graphing calculators to help and make it easier for students to identify graphs more quickly and make students accustomed to using trigonometric function symbols. Another finding from structured instructional designs is that working in groups allows students to share experiences more effectively.

Konsepsi siswa kelas tiga sekolah dasar tentang bilangan bulat Syafdi Maizora; Rizky Rosjanuardi
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 15, No 2: December 2020
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v15i2.37645

Artikel ini menggambarkan konsepsi salah seorang siswa kelas 3 Sekolah Dasar di Kota Bengkulu tentang bilangan bulat di luar pembelajaran formal. Siswa ini mengalami banyak intervensi tanpa skenario dalam pembelajarannya, di antaranya dari keluarga (kakak kelas 8 yang memiliki prestasi baik dalam matematika, kedua orang tua pengajar matematika) dan pelatihan sempoa. Konsepsi yang digali adalah arti bilangan negatif, bilangan bulat, serta operasi penjumlahan dan pengurangan pada bilangan bulat. Jenis penelitian ini adalah penelitian kualitatif dengan pendekatan studi kasus. Subjek diberikan beberapa pertanyaan seputar konsepsi bilangan bulat. Hasil penelitian menunjukkan bahwa subjek memiliki konsepsi sebagai berikut: 1) menggunakan istilah “kurang”, “utang” atau “posisi di bawah permukaan” untuk memaknai bilangan bulat negatif, 2) bilangan bulat negatif diartikan sebagai invers penjumlahan bilangan asli, 3) ada perbedaan antara simbol negatif dengan simbol operasi pengurangan, 4) bilangan bulat negatif berada di sebelah kiri bilangan 0 pada garis bilangan, 5) bilangan bulat negatif terkecil berada di sebelah kiri bilangan bulat negatif lainnya, seperti bilangan-bilangan pada penggaris, dan mampu menggunakan dinding sebagai pengganti garis bilangan, 6) menggunakan istilah “maju” atau “mundur” untuk mengoperasikan penjumlahan bilangan bulat, 7) menggunakan kata “jarak”, “lompatan di atas garis bilangan”, dan “lompatan di bawah garis bilangan” untuk mengoperasikan pengurangan bilangan bulat. Conceptions of third-grader elementary school about integersAbstractThis article described the conception of a third-grader elementary school in the City of Bengkulu about integers outside formal learning. This student experienced many interventions without scenarios in their learning, including their families (a brother in eighth-graders who had good mathematics achievements, parents were mathematics education lecturer) and an abacus training. The explored conceptions were the meaning of negative numbers, integers, and addition and subtraction operations on integers. This research was qualitative research with a case study approach. The subject was asked several questions regarding the conception of integers. The results of this research indicated that the subject had the following conception: 1) using the term “less”, “debt”, or “position under the surface” to interpret negative integers; 2) interpreting negative integers as the inverse of the addition of natural numbers; 3) differentiating the negative symbol and the subtraction operation symbol, 4) locating negative integers to the left of “0” on a number line; 5) locating smaller negative integers to the left of other negative integers like numbers on a ruler and having an ability to use a wall as a substitute of a number line; 6) using terms “forward” or “backward” to operate integer additions; and 7) using the term “distance”, “jumps over the number line”, and “jumps under the number line” to operate integer subtractions.

Students’ Obstacles in Learning Sequence and Series Using Onto-Semiotic Approach Andina Aulia Rachma; Rizky Rosjanuardi
Jurnal Pendidikan Matematika Vol 15, No 2 (2021)
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.15.2.13519.115-132

Sequences and series is one of the mathematical topics that are related to everyday life. The topic is also taught at several levels of education in Indonesia. However, many students still experrienced difficulties in learning this topic. This study uses an interpretive paradigm that is part of the Didactical Design Research (DDR). This research aims to analyze students’ learning obstacles on the topic of sequence and series using the onto-semiotic approach. To do so, written test consists of five questions related to the conceptual understanding of an arithmetic sequences and series was administered to 23 students from one of the senior high schools in Kota Tangerang Selatan followed by interviews with 4 students. The results show that learning obstacles are classified into epistemological, ontogenic, and didactical obstacles. Based on the onto-semiotics approach, the students had difficulties in defining a mathematical idea on sequences and series topics. They could convert a problem into mathematical model but were confused to use a proper procedure. It can be concluded that students still experience obstacles in learning sequences and series topic. The results of this study can be used by teachers as considerations in designing learning situation on the topic of sequence and series.

CARA IDENTIFIKASI PENGETAHUAN PROSEDURAL DAN PEMAHAMAN KONSEPTUAL MAHASISWA TERHADAP MATERI LIMIT Budi Mulyono; Yaya S Kusumah; Rizky Rosjanuardi
Jurnal Pendidikan Matematika Vol 13, No 1 (2019)
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.13.1.6706.73-82

Limit merupakan materi utama dalam pembelajaran kalkulus yang telah dikenalkan dan dipelajari mahasiswa sejak jenjang sekolah menengah atas. Namun tidak sedikit mahasiswa masih mengalami kesulitan dalam mempelajari dan memahami materi limit di tingkat awal perguruan tinggi. Seorang mahasiswa tidak hanya harus memiliki pengetahuan prosedural saja, namun juga perlu memiliki pemahaman konseptual tentang limit. Artikel ini membicarakan tentang cara mengidentifikasi pengetahuan prosedural dan pemahaman konseptual mahasiswa terhadap materi limit. Adapun metode yang digunakan untuk mengidentifikasi pengetahuan prosedural dan pemahaman konseptual tersebut adalah dengan memberikan tes kepada mahasiswa berupa soal-soal yang berkaitan dengan materi limit. Soal-soal tes tersebut didesain sederhana dengan tujuan untuk menghindari kesalahan yang muncul disebabkan oleh tingkat kesulitannya. Temuan hasil tes dengan soal-soal yang telah didesain tersebut menunjukkan bahwa terdapat mahasiswa dapat menyelesaikan soal-soal limit dengan baik secara prosedural, namun mereka memiliki permasalahan dalam menyelesaikan soal yang berkaitan dengan pemahaman konseptual. Hal tersebut mungkin disebabkan pembelajaran tentang limit yang mereka dapatkan di jenjang sekolah menengah atas lebih berorientasi pada penyelesaian soal-soal limit secara prosedural saja.

ERRORS OF STUDENTS LEARNING WITH REACT STRATEGY IN SOLVING THE PROBLEMS OF MATHEMATICAL REPRESENTATION ABILITY Delsika Pramata Sari; Darhim Darhim; Rizky Rosjanuardi
Journal on Mathematics Education Vol 9, No 1 (2018)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

The purpose of this study was to investigate the errors experienced by students learning with REACT strategy and traditional learning in solving problems of mathematical representation ability. This study used quasi experimental pattern with static-group comparison design. The subjects of this study were 47 eighth grade students of junior high school in Bandung consisting of two samples. The instrument used was a test to measure students' mathematical representation ability. The reliability coefficient about the mathematical representation ability was 0.56. The most prominent errors of mathematical representation ability of students learning with REACT strategy and traditional learning, was on indicator that solving problem involving arithmetic symbols (symbolic representation). In addition, errors were also experienced by many students with traditional learning on the indicator of making the image of a real world situation to clarify the problem and facilitate its completion (visual representation).DOI: http://dx.doi.org/10.22342/jme.9.1.4301.121-128

Didactic Design of the Concept of Surface Area of Flat-Sided Prism Based on van Hiele’s Theory in Online Learning Yushilatu Felayati Aziiza; Rizky Rosjanuardi; Dadang Juandi
Jurnal Pendidikan Matematika Vol 16, No 1 (2022)
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.16.1.13789.73-88

This research aimed to develop a didactic design of the concept of the surface area of a flat-sided prism by considering the stages of van Hiele’s theory as a learning trajectory. The didactic design of the concept of the surface area of a flat-sided prism based on van Hiele’s theory has been adapted to the pandemic situation and implemented to online learning. The research method employed was a qualitative method with data collected through observation, interviews, and documentation. The initial step in this research was to test the concept of the surface area of a flat-sided prism on 53 9th-grade students for the 2019/2020 school year to identify learning obstacles. Following the identification of the learning obstacles, an initial didactic design was then drawn up by applying the phases in van Hiele’s model of geometric thinking. The didactic design prepared was subsequently implemented online to 8th-grade junior high school students. The results of the implementation of the didactic design were analyzed as the final product. The conclusion from this research is that by using a didactic design that considers the stages of van Hiele geometry in understanding the concept of surface area of a flat-sided prism, it can help students understand the concept of a flat-sided prism correctly. It was found that students' understanding of the concept of the surface area of a prism improved from visual level to informal deduction.

Kesalahan Konsep Descriptive Geometry Mahasiswa terhadap Kemampuan Spasial dalam Pembelajaran Daring di Masa Pandemi COVID-19 Aris Hadiyan Wijaksana; Rizky Rosjanuardi
Jurnal Elemen Vol 7, No 1 (2021): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v7i1.2967

Spatial ability is one of the essential abilities to be mastered by students, especially in geometry. There is not much research, especially in Indonesian, that examines students' spatial abilities and their relation to Descriptive Geometry. This study aims to analyze students' misconceptions in the Descriptive Geometry course and describe the profile of students' spatial abilities in online learning during the COVID-19 pandemic. This study's subjects from the Mathematics Education Department of Universitas Negeri Jakarta. This research is descriptive qualitative. The learning was carried out in 16 meetings with three initial meetings offline, and the next 13 meetings online. The test was given twice at the 8th and 16th meetings accompanied by interviews with students who made mistakes in taking the test. The test results showed that students who made mistakes did not have the ability to spatial perception, spatial relation, and spatial orientation. However, there was a case of students who made mistakes still having the ability to spatial perception, spatial relation, and spatial orientation. The obstacles that affect students' spatial abilities are online learning that is not supported by technical matters, namely: limited internet networks and internet quota availability.

Co-Authors Aflich Yusnita Fitrianna Aflich Yusnita Fitrianna Aflich Yusnita Fitrianna Agustian, Muhammad Rifqi Agustian, Muhammad Rifqi Albania, Imam Nugraha Andina Aulia Rachma Anggareni, Peni Ariany, Riva Lesta Aris Hadiyan Wijaksana Aswin Aswin Aziiza, Yushilatu Felayati Azizah, Firda Bilqis Azizah, Firda Bilqis Balkist, Pujia Dadang Juandi Dadang Juandi Darhim Darhim Delsika Pramata Sari Dewi, Reza Farhania DIAN LATIFAH, DIAN Didi Suryadi Didi Suryadi Dika Faiz Himmawan Edi Irawan Elah Nurlaelah Elah Nurlaelah Endang Cahya Mulyaning A. Eneng Riska Nuraeni Entit Puspita Entit Puspita Eyus Sudihartinih Fitrianingsih, Ajeng Nur Aulia Harsa Wara Prabawa Imam N Albania Imam Nugraha Albania Irham Walidaka Ishma Fadlina Urfa, Ishma Fadlina Isnie Yusnitha, Isnie Jarnawi Afgani Dahlan Kadir, Kamaliyah Kertayasa, I Ketut Khusnul Novianingsih Lovitarani, Destiana Lovitarani, Destiana LUKMAN, LUKMAN Maknun, Churun Lu'lu'il Masta, Al Azhary Muhammad Awaludin Nasution Muhammad Fajar Anugrah Muhammad Nur Hidayat Taufiqurrahman Mulyaning Asih, Endang Cahya Mulyono, Budi Mursidah Mursidah Nadia Shabilla, Nadia Nanang Priatna Nunung Nurhidayah, Nunung Nurhayati, Aat Nurhuda Teapon Panjaitan, M. Azhari Prabawa, Harsa Wara Rachma, Andina Aulia Ratri Isharyadi, Ratri Reka Ikraami Kurniawan Rekha Bestari Martista Reni Nuraeni, Reni Rini Marwati Ririn Sispiyati Riska Novia Sari, Riska Novia Riva Lesta Ariany Rizza Lestari Rudi Rudi Rudi Rudi Sardin Solly Aryza Sufyani Prabawanto, Sufyani Sugianto, Andi Suhendra, S Sumanang Muhtar Gozali Surachman, Annisanti Surachman, Annisanti Surya Kurniawan Syafdi Maizora Thesa Kandaga Toto Subroto Wijaksana, Aris Hadiyan Yaya S Kusumah Yaya S. Kusumah Yuliardi, Ricki Yushilatu Felayati Aziiza

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