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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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Konsep Aljabar pada Budaya Haroa Masyarakat Buton dan Pengintegrasiannya dalam Pembelajaran Matematika Sardin, Sardin; Rosjanuardi, Rizky
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 6, No 1 (2024): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v6i1.3786

Penelitian ini bertujuan untuk mengeksplorasi unsur ethnomatematika dalam prosesi haroa Maulid Nabi Muhammad SAW pada masyarakat Buton. Penelitian ini menggunakan metode kualitatif dengan pendekatan etnografi. Tahapan penelitian etnografi yakni memilih masalah, meninjau literatur, merancang penelitian, mengumpulkan data, menganalisis data, menafsirkan temuan, membuat kesimpulan, dan menulis laporan. Teknik pengumpulan data diperoleh melalui observasi, wawancara dan dokumentasi. Analisis data dilakukan dengan menggunakan metode triangulasi. Suatu analisis kualitatif yang fokus pada pemahaman mendalam tentang pengalaman subjektif individu terkait dengan budaya haroa. Hasil penelitian menunjukan bahwa terdapat unsur ethnomatematika konsep aljabar melalui budaya haroa yang dapat diintegrasikan ke dalam pembelajaran matematika di antaranya konsep himpunan, pemetaan, pemetaan injektif, pemetaan surjektif, pemetaan bijektif, operasi pada himpunan, modulo 4, basis dari grup, dan homomorfisma grup. Konsep-konsep tersebut sekaligus dapat mengenalkan unsur budaya haroa kepada siswa dalam rangka penguatan karakter.

MISCONCEPTIONS IN LEARNING GROUP THEORY : CASE STUDY PRE-SERVICE MATHEMATIC TEACHERS Subroto, Toto; Suryadi, Didi; Rosjanuardi, Rizky
Journal of Authentic Research on Mathematics Education (JARME) Vol 5, No 1 (2023)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v5i1.5967

This study aims to explore the misconceptions that occur in group theory learning conducted by pre-service mathematic teachers.Â This research is part of a long research from abstraction in learning group theory: study of hermeneutic phenomenology on pre-service mathematics teachers.Â This research method uses case study in qualitative research.Â Data obtained in the form of Focus Group Discussion (FGD) videos and pdf files of partisipan diaries.Â The findings of this study indicate a misconception on group as set and subset as subgroup and on the inverse element as only one over in multiplication.Â These two misconceptions show from misunderstanding and misperseption.

IDENTIFICATION OF JUNIOR HIGH SCHOOL STUDENTSâ€™ 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.

Training of Trainers (ToT) Olimpiade Matematika Untuk Calon Guru dan Guru Matematika Balkist, Pujia; Kertayasa, I Ketut; Kadir, Kamaliyah; Anggareni, Peni; Rosjanuardi, Rizky; Priatna, Nanang
Jurnal SOLMA Vol. 13 No. 3 (2024)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v13i3.16016

Background: Pelatihan untuk menyelesaikan masalah Olimpiade sangat diperlukan oleh calon guru maupun guru matematika, karena merupakan agenda rutin Pusat Prestasi Nasional (Puspresnas), Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia. Penyelesaian masalah olimpiade matematika membutuhkan pembiasaan dan strategi khusus dalam mencari solusinya. Meningkatkan kemampuan penyelesaian masalah olimpiade matematika bagi guru dan mahasiswa calon guru matematika yang membutuhkan pembiasaan dan strategi khusus dalam mencari solusinya. Metode: Metode ServiceLearning yang terdiri dari 1) Perencanaan PkM, 2) In Service Training 1, 3) On The Job Training 4) In Service Training 2. Hasil: Hasil menunjukkan adanya peningkatan rata-rata hasil pre-test dan post-test dari 27.92 menjadi 65.83 (skala 0-100). Peningkatan ini didukung oleh penyedian modul yang dapat dipelajari oleh peserta baik saat ToT maupun setelah pelatihan. Penggunaan pendekatan blended learning pada pelaksaan ToT juga memberikan fleksibilitas kepada peserta untuk meningkatan kemampuannya tanpa dibatasi oleh tempat pelatihan. Kesimpulan: Kegiatan TOT olimpiade Matematika secara signifikan dapat meningkatkan capaian hasil pelatihan mahasiswa calon guru/guru matematika.

Hypothetical learning trajectory in student’s spatial abilities to learn geometric transformation Yuliardi, Ricki; Rosjanuardi, Rizky
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 3 July 2021
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i3.13338

The relationship between spatial conceptions and students' spatial abilities is still rarely studied specifically, even though this is the basis for students to think in learning geometry. This paper aims to explore spatial abilities and the development of spatial ability theory, discusses the relationship between spatial conceptions in students' understanding, andhow to develop HLT (Hypothetical Learning Trajectory) in transformation geometry learning. HLT design consists of three stages: initial design, experimental, and retrospective analysis. The results of HLT are then refined into LIT (Local Instructional Trajectory). Then this paper present the empirical results of the perceptions of twenty 9th grade students in one of Islamic private school in Kabupaten Kuningan, West Java, Indonesia, towards the corresponding geometric and math questions. Literature review analysis was used to analyze the retrieved articles. At the end of the paper, we explain and discuss how to apply mathematical conceptions in learning geometry. This research is expected to be a guidance for teachers to develop learning in accordance with the students' spatial thinking process in studying geometry.

Level of students' proportional reasoning in solving mathematical problems Sari, Riska Novia; Rosjanuardi, Rizky; Isharyadi, Ratri; Nurhayati, Aat
Journal on Mathematics Education Vol. 15 No. 4 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i4.pp1095-1114

This study aimed to evaluate the level of proportional reasoning among middle school students in their ability to solve mathematical problems involving proportions. Proportional reasoning is essential for understanding and mastering various mathematical concepts, serving as a fundamental skill for higher-level mathematics. A qualitative case study design was employed, involving 28 eighth-grade students from a school in Bandung, Indonesia. The participants were assessed using a set of proportion-related problems, including numerical comparison, non-proportional (additive), direct proportion, and inverse proportion tasks. The analysis focused on categorizing the students' problem-solving strategies into distinct levels of proportional reasoning, ranging from non-proportional to formal proportional reasoning. Additionally, three students representing high, moderate, and low mathematical performance were selected for in-depth interviews to explore their reasoning processes when addressing proportion problems. Data analysis included administering tests, reviewing students' problem-solving strategies, conducting in-depth interviews, and evaluating their proportional reasoning abilities. The findings revealed that students with high and moderate mathematical performance exhibited proportional reasoning levels ranging from 0 to 3, whereas low-performing students displayed levels ranging from 0 to 2. Moreover, students generally faced difficulties distinguishing between proportional and non-proportional problems. Even when correct answers were provided, many lacked a deep understanding of direct and inverse proportion concepts. The study also discusses several implications for enhancing students' proportional reasoning skills.

How computational thinking can be integrated in statistical learning: A cuboid framework Irawan, Edi; Rosjanuardi, Rizky; Prabawanto, Sufyani
Journal on Mathematics Education Vol. 16 No. 2 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i2.pp423-448

In the context of an increasingly data-intensive society, the integration of Computational Thinking (CT) into statistics education is essential to prepare students with the analytical and problem-solving competencies required for navigating complex data environments. Despite growing recognition of its importance, existing pedagogical practices frequently lack systematic didactical frameworks that effectively embed CT within statistical learning, particularly in higher education. Addressing this gap, the present study introduces a novel hypothetical didactical design—termed the Cuboid Framework—which systematically integrates CT components into the learning of descriptive statistics using the R programming language in a Google Colab environment. This research employed the Didactical Design Research (DDR) methodology, emphasizing the prospective and metapedadidactic stages to construct and evaluate the framework. Targeted at third-semester undergraduate students enrolled in an introductory statistics course, the Cuboid Framework aligns with learners’ developmental levels in both statistical reasoning and CT proficiency. The model is organized as a 5 × 4 × 4 structure, comprising five core statistical tasks, four structured didactical situations (action, formulation, validation, and institutionalization), and four CT elements (decomposition, pattern recognition, abstraction, and algorithmic thinking). Validation procedures included expert review through focus group discussions (FGDs) and an initial classroom implementation followed by metapedadidactic analysis. Findings reveal that the Cuboid Framework fosters a coherent learning progression, enhances students’ engagement in statistical inquiry, and supports the development of CT competencies. Classroom observations confirmed that the intentional design of didactical situations facilitates students’ cognitive adaptation to computational tasks. While preliminary analyses indicate strong theoretical and practical coherence, further retrospective studies and quantitative evaluations are necessary to ascertain the long-term effects on student learning outcomes. This study contributes a structured and theoretically grounded model for CT integration in statistics education, with implications for improving curriculum design and instructional practice in mathematics education. Future research should aim to test the scalability and efficacy of the Cuboid Framework across diverse educational settings.

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.DOI : https://doi.org/10.22342/jpm.16.1.13789.73-88

Students’ Obstacles in Learning Sequence and Series Using Onto-Semiotic Approach Rachma, Andina Aulia; Rosjanuardi, Rizky
Mathematics Education Journal Vol. 15 No. 2 (2021): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

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. DOI: https://doi.org/10.22342/jpm.15.2.13519.115-132

CARA IDENTIFIKASI PENGETAHUAN PROSEDURAL DAN PEMAHAMAN KONSEPTUAL MAHASISWA TERHADAP MATERI LIMIT Mulyono, Budi; Kusumah, Yaya S; Rosjanuardi, Rizky
Mathematics Education Journal Vol. 13 No. 1 (2019): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Limit is the main topic in calculus which is already introduced and thought to students since senior high school level. However, quite a lot of students find difficult to learn and to understand limit at the first year of university level. This article discusses how to identify student’s procedural-knowledge and conceptual- understanding about limit. The method used to identify student’s procedural-knowledge and conceptual- understanding about limit was by giving a test to students about limit problems. The problems were designed so simple in order to avoid mistakes that students made because of the difficulty of questions. The finding of test results show that there were some students whom could answer questions about limit procedurally well, but they had problem to solve questions about limit related to conceptual understanding. This problem could be caused by the learning about limit when they were at senior high school level only focused on how to solve questions about limit procedural.DOI: 10.22342/jpm.13.1.6706.73-82

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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