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Rizky Rosjanuardi

Universitas Pendidikan Indonesia

Author-ID : 364434

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

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Order Ideals on Lexicographic Direct Sum of Three Totally Ordered Abelian Groups Latifah, Dian; Gozali, Sumanang Muhtar; Rosjanuardi, Rizky; Albania, Imam Nugraha
CAUCHY: Jurnal Matematika Murni dan Aplikasi Vol 9, No 1 (2024): CAUCHY: JURNAL MATEMATIKA MURNI DAN APLIKASI
Publisher : Mathematics Department, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ca.v9i1.24116

Order ideals play an important role in the study of abstract algebra, especially in the study of ordered groups. In this paper, we focus on the study of order ideals in lexicographic direct sums of totally ordered Abelian groups. We begin by examining the order ideals in the group of integers , and the group of real numbers It is shown that there are no non-trivial order ideals in both groups. Next, we revisit the order ideals in the lexicographic direct sum of two totally ordered Abelian groups, The only non-trivial order ideal of is Furthermore, our study extends to the lexicographic direct sum of three totally ordered Abelian groups: and We investigate the non-trivial order ideals in these structures. It is stated that the non-trivial order ideals of are only and Furthermore, the non-trivial order ideals of are only and .Keywords: order ideal; lexicographic order; direct sum.

CO-DESIGNING PYTHON-BASED INTERACTIVE MEDIA FOR TRIGONOMETRY LEARNING USING CHATGPT: A PRELIMINARY STUDY Maknun, Churun L; Rosjanuardi, Rizky; Kusumah, Yaya S
Jurnal Pendidikan Matematika dan IPA Vol. 17 No. 1 (2026): January 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i1.96973

Challenges in conceptual understanding and engagement persist in undergraduate trigonometry education, often due to static instructional methods and limited use of dynamic visual tools. Recent advances in artificial intelligence offer new opportunities for educators to independently design interactive instructional media, even without advanced programming expertise. Leveraging this potential, the present study aimed to develop and evaluate Python-based interactive media, integrating AI-generated content using the ADDIE design model. Data were collected through semi-structured interviews, Likert-scale questionnaires, and observations. Qualitative data were analysed thematically, while quantitative responses were summarised using descriptive statistics. The findings indicate that the interactive media was perceived as engaging in visualising trigonometric concepts, particularly sine and cosine, but revealed areas of confusion regarding the tangent function and challenges in self-directed learning. The study concludes that AI-assisted interactive media support conceptual understanding and student engagement, while also empowering educators to create personalised learning tools without requiring sophisticated technical skills. These results inform the design of accessible, technology-enhanced mathematics instruction

ANALISIS RETROSPEKTIF INTEGRASI TEKNOLOGI DALAM DESAIN DIDAKTIS MATERI BANGUN RUANG SISI LENGKUNG UNTUK SISWA SEKOLAH MENENGAH PERTAMA Tri Nova Hasti Yunianta; Didi Suryadi; Rizky Rosjanuardi; Suhendra
Satya Widya Vol. 42 No. 1 (2026)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.sw.2026.v42.i1.p67-83

The aim of this study is to examine the impact and potential of innovation and quality improvement in teaching curved-surface solid geometry for junior secondary school students. This study employs a qualitative approach using Didactical Design Research (DDR) to capture classroom realities, with retrospective analysis guiding the interpretation of findings. Data were collected through questionnaires, tests, documentation, in-depth interviews, and focus group discussions. The results show that students’ knowledge acquisition is supported by three key aspects: independent exploration, the use of technology, and a coherent learning trajectory. The implemented didactical design demonstrates several strengths but also areas for improvement. Technology effectively enhances concept visualization, student participation, and understanding. However, limitations remain in the clarity of task instructions, the precision of anticipating students’ learning obstacles, and the alignment of technology use with learning objectives. Reflection and evaluation of the implementation inform revisions to the didactical design, leading to a more effective, structured, and student-centered learning approach that better meets classroom needs.

ANALYSIS OF STUDENT ERRORS IN COMPUTATIONAL THINKING BASED ON NEWMAN’S ERROR ANALYSIS IN STATISTICS Raden Arsyilia Putri Makin Nabila; Rizky Rosjanuardi; Siti Fatimah
JURNAL EDUSCIENCE Vol 13, No 3 (2026): Jurnal Eduscience (JES), (Authors from Malaysia, Saudi Arabia, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i3.9318

Purpose – Computational thinking is a fundamental skill every individual must possess, alongside reading and writing. Limitations in implementing this skill lead to student errors. This study aims to analyze errors in computational thinking using Newman’s error analysis in statistics.Methodology – The research method was qualitative, using a case study approach, and was conducted with 17 ninth-grade students from a junior high school in Garut Regency who had studied statistics. Three students were selected as subjects, each representing a different category of computational thinking. Data were collected through a computational thinking essay test containing decomposition, pattern recognition, abstraction, and algorithmic thinking in each question, as well as interview results.Findings – S1, S2, and S3 made errors in the computational thinking components. In decomposition, S1 and S2 made no errors, while S3 made a comprehension error. In pattern recognition, S1 made no errors, while S2 and S3 made understanding errors. In abstraction, S1 also made no errors, whereas S2 and S3 made errors in understanding and transformation. In algorithmic thinking, all three subjects made errors, specifically process skills errors and errors in writing the final answer.Contribution – This study contributes to educational assessment by showing how Newman Error Analysis evaluates students’ cognitive processes in computational thinking within mathematics learning. The findings provide diagnostic information that helps teachers make instructional decisions, develop targeted interventions, and improve evaluation practices in statistics education.

PREDICTIVE RELATIONSHIP BETWEEN MATHEMATICAL REFLECTIVE THINKING AND MATHEMATICAL LITERACY AMONG PROSPECTIVE TEACHERS Reni Nuraeni; Rizky Rosjanuardi; Al Jupri; Elah Nurlaelah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.14700

This study examines the predictive relationship between mathematical reflective thinking and mathematical literacy among prospective mathematics teachers, an area that remains relatively underexplored in teacher education research. Reflective thinkingÂ is closely associated with higher-order cognitive and metacognitive processes that may support individuals in formulating, interpreting, and evaluating mathematical ideas in contextual situations. Therefore, this study aims to investigate the extent to which mathematical reflective thinking predicts mathematical literacy among prospective mathematics teachers. A quantitative correlational design was employed involving 30 prospective mathematics teachers from a private university in Garut Regency, Indonesia, selected through purposive sampling. Data were collected using mathematical reflective thinking and mathematical literacy tests developed based on Dewey’s reflective thinking indicators and PISA mathematical literacy frameworks. The instruments underwent expert validation involving five mathematics education experts and statistical validity and reliability testing. Simple linear regression analysis revealed a statistically significant predictive relationship between reflective thinking and mathematical literacy (t = 3.507, p = 0.002). Reflective thinking explained 30.5% of the variance in mathematical literacy (R2 = 0.305), indicating that although reflective thinking contributes substantially, other factors may also influence mathematical literacy development. These findings suggest that strengthening reflective thinking skills may support the enhancement of mathematical literacy among prospective mathematics teachers and provide implications for instructional design and teacher education practices.

Function-Theoretic Operator Norm Inequalities: A Kosaki-type Generalization to Symmetric Probability Weights Imam Nugraha Albania; Rizky Rosjanuardi
CAUCHY: Jurnal Matematika Murni dan Aplikasi Vol 10, No 2 (2025): CAUCHY: JURNAL MATEMATIKA MURNI DAN APLIKASI
Publisher : Mathematics Department, Maulana Malik Ibrahim State Islamic University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/cauchy.v10i2.36905

Operator norm comparisons play a fundamental role in matrix analysis, yet existing proofs often depend on operator means or interpolation techniques. This study provides a function-theoretic approach to operator norm inequalities. It also extends the classical two-term Heinz comparison to multi-term averages with arbitrary symmetric probability weights. Our approach translates each operator norm comparison into a scalar condition. The condition is derived from functional calculus for the left and right multiplication operators. We examine positive-definiteness and infinite divisibility through Fourier-measure representations. We also use elementary closure properties. For positive operators and any unitarily invariant norm, the two-term Heinz symmetrization is dominated by the binomial average when the exponent differs from one-half by at most one divided by twice the number of terms. For general symmetric probability weights, domination occurs exactly when the exponent lies within a specific threshold. This threshold equals the smallest positive distance from the midpoint to any index carrying nonzero weight. The proposed function-theoretic framework yields necessary and sufficient thresholds to unify the binomial and general symmetric cases.

MAPPING RESEARCH ON ABSTRACT ALGEBRA LEARNING; A BIBLIOMETRIC STUDY Rindi Antika; Turmudi; Rizky Rosjanuardi; Endang Cahya Mulyaning Asih
ALGORITMA: Journal of Mathematics Education Vol. 8 No. 1 (2026): ALGORITMA: Journal Of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v8i1.50754

Abstract Abstract algebra plays a crucial role in undergraduate mathematics education by fostering axiomatic reasoning, structural thinking, and formal proof construction. Comprehensive mappings of the field remain limited. This study aims to identify global research trends in abstract algebra learning through a bibliometric analysis of 75 Scopus-indexed publications published between 1973 and 2025. Using Biblioshiny in R, the analysis examined publication growth, influential sources, authorship patterns, geographical distribution, citation impact, and thematic structures. The results indicate a substantial increase in research activity, particularly after 2010, with strong contributions from mathematics education journals and research communities in the United States and Europe. Thematic analysis reveals that group theory, instructional approaches, and mathematics education are the dominant topics, whereas issues related to epistemological transitions and learning obstacles remain underexplored. These findings provide an overview of the development of abstract algebra learning research and highlight opportunities for future design-based studies aimed at addressing learning obstacles in advanced mathematics education. Abstrak Aljabar abstrak merupakan mata kuliah penting dalam pendidikan matematika karena mengembangkan penalaran aksiomatis, pemikiran struktural, dan kemampuan pembuktian formal. Kajian yang memetakan perkembangan bidang ini secara komprehensif masih terbatas. Penelitian ini bertujuan menganalisis tren penelitian global tentang pembelajaran aljabar abstrak melalui studi bibliometrik terhadap 75 publikasi terindeks Scopus periode 1973–2025. Analisis dilakukan menggunakan Biblioshiny pada perangkat lunak R untuk mengkaji pertumbuhan publikasi, sumber yang berpengaruh, pola kepenulisan, distribusi geografis, dampak sitasi, dan struktur tematik penelitian. Hasil menunjukkan peningkatan publikasi yang signifikan, terutama setelah 2010, dengan kontribusi dominan dari jurnal pendidikan matematika serta peneliti di Amerika Serikat dan Eropa. Analisis tematik mengungkap dominasi topik teori grup, pendekatan pembelajaran, dan pendidikan matematika, sementara isu transisi epistemologis dan learning obstacles masih relatif kurang diteliti. Temuan ini memberikan gambaran perkembangan bidang serta mengidentifikasi peluang penelitian lanjutan untuk mengatasi hambatan belajar pada pembelajaran matematika tingkat lanjut.

Co-Authors Aflich Yusnita Fitrianna Agustian, Muhammad Rifqi Agustian, Muhammad Rifqi 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. Entit Puspita Entit Puspita Eyus Sudihartinih Fatimah, Siti 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 L 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 Raden Arsyilia Putri Makin Nabila Ratri Isharyadi, Ratri Reka Ikraami Kurniawan Rekha Bestari Martista Reni Nuraeni Reni Nuraeni Rindi Antika Rini Marwati Ririn Sispiyati Riska Novia Sari, Riska Novia Riva Lesta Ariany Rizza Lestari Rudi Rudi Rudi Rudi Sardin Sufyani Prabawanto, Sufyani Sugianto, Andi Suhendra Suhendra, S Sumanang Muhtar Gozali Surachman, Annisanti Surachman, Annisanti Surya Kurniawan Syafdi Maizora Thesa Kandaga Toto Subroto Tri Nova Hasti Yunianta Turmudi Wijaksana, Aris Hadiyan Yaya S Kusumah Yaya S. Kusumah Yuliardi, Ricki Yushilatu Felayati Aziiza

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