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All Journal Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya Aptisi Transactions on Management Integral : Pendidikan Matematika Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Mosharafa: Jurnal Pendidikan Matematika International Journal of Social Service and Research Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Noumerico: Journal of Technology in Mathematics Education Educational Insights Jurnal Pengembangan Pembelajaran Matematika Jurnal Tadris Matematika Journal of Computer Science and Technology Application ITEJ (Information Technology Engineering Journals) Eduma : Mathematics Education Learning and Teaching
HANDOKO, HENDRI
Universitas Islam Negeri Siber Syekh Nurjati Cirebon
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Analysis of Junior High School Students’ Mathematical Literacy Processes (Formulating, Employing, and Interpreting) in PISA Space and Shape Abirrotun Nabilah; Mauliddiyah Istiqomah; Hendri Handoko
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 1 (2026): Noumerico, March 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i1.8663

Abstract

This study aims to describe students’ mathematical literacy processes when solving PISA problems in the Space and Shape content domain, based on the three PISA literacy processes: Formulating, Employing, and Interpreting. This research uses a descriptive qualitative approach with three ninth-grade students as subjects, selected through purposive sampling: S1 (moderate ability), S2 (low ability), and S3 (high ability). Data were collected through a mathematical literacy test consisting of three PISA Space and Shape problems (Problem 1, Problem 2, and Problem 3) and semi-structured interviews. Data analysis was conducted through data reduction, coding based on literacy process indicators, data display, and conclusion. The results show that S1, in Problem 1, was able to fulfil all mathematical literacy processes (Formulating, Employing, and Interpreting). S2, in Problem 2, was only partially able to achieve the Formulating stage and experienced difficulties with the Employing and Interpreting stages. Meanwhile, S3, in Problem 3, also only partially achieved the Formulating stage and failed to achieve the Employing and Interpreting stages due to an inaccurate mathematical model and inappropriate procedures. These findings indicate that the level of mathematical literacy achievement is not always aligned with students’ ability categories but is influenced by the characteristics of the problem and the accuracy of mathematical modelling. Therefore, learning should emphasise modelling activities, meaningful application of procedures, and interpretation of results in real-world contexts.
Machine Learning Enabled Social Media Competitive Intelligence System Hendri Handoko; Yulina Ismiyanti; Omar Arif Al-Kamari
CORISINTA Vol 3 No 1 (2026): February
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/480er062

Abstract

Social media platforms generate massive volumes of publicly accessible digital data that reflect organizational competitive strategies, yet most existing competitor analyses remain manual, descriptive, and limited to surface-level engagement metrics, resulting in low scalability and weak strategic intelligence. This study proposes a Machine Learning Enabled Social Media Competitive Intelligence System designed to automate competitor strategy extraction through artificial intelligence and big data analytics. The objective is to develop a computational framework capable of identifying strategic content patterns, communication objectives, audience positioning, and paid advertising behaviors using data-driven techniques. Large-scale public data from social media posts, engagement indicators, and advertising transparency libraries are collected and processed through data preprocessing pipelines, including text normalization, tokenization, and feature extraction using TF-IDF and word embedding representations. Supervised machine learning algorithms are implemented to classify content themes, detect strategic clusters, and model competitive positioning patterns, while performance evaluation is conducted using accuracy, precision, recall, and F1-score metrics to ensure robustness and reliability. Experimental findings demonstrate that the proposed system significantly enhances analytical consistency, scalability, and strategic insight generation compared to traditional mixed method approaches. This research contributes to the advancement of AI-driven social media analytics and establishes a computational foundation for scalable big data-based competitive intelligence systems aligned with Artificial Intelligence and Big Data domains.
Analisis kemampuan pemecahan masalah siswa SMP pada soal literasi matematika berdasarkan tahapan Polya Siti Nurfadillah; Miftakhul Jannah; Hendri Handoko
Jurnal Tadris Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2026.9.1.111-122

Abstract

Problem-solving ability is a crucial competency in mathematical literacy that equips students with logical and systematic thinking. However, in-depth studies examining problem-solving processes based on Polya's steps among students with different mathematical ability levels remain scarce. This study analyzes junior high school students' mathematical problem-solving abilities on mathematical literacy tasks using Polya's procedures, reviewed by mathematical ability categories. A descriptive qualitative approach involved six eighth-grade students from SMP Negeri 2 Palimanan, selected through purposive sampling and grouped into high, medium, and low abilities. Data were collected through essay tests, semi-structured interviews, and documentation, then analyzed using reduction, presentation, and conclusion drawing. Results revealed that high-ability students completed all Polya's steps comprehensively; medium-ability students understood problems and applied solutions but were less consistent in strategies and conclusions; low-ability students struggled to devise and implement plans, leading to incomplete solutions. These findings affirm that mathematical mastery significantly influences problem-solving, thus instruction should strengthen basic concepts and habituate systematic Polya steps.
Analysis of students' metacognition in solving pisa questions on space and shape content Windiyani, Sri; Adhany, Reva Salma; Handoko, Hendri
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 8 No. 2 (2026): Jurnal Pengembangan Pembelajaran Matematika: Volume 8 Nomor 2 August 2026
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2026.82.99-110

Abstract

This study aims to analyze students' metacognition ability in solving PISA-based math problems on space and shape content consisting of three essay questions. Metacognition was analyzed through three indicators of metacognitive regulation, namely planning, monitoring, and evaluation.  This study uses a descriptive qualitative approach with junior high school students selected through purposive techniques which are grouped into three ability categories: high, medium, and low. Data was obtained through analysis of student answers and in-depth interview results. The results of the study show that high-ability students are able to activate all aspects of metacognition optimally, characterized by the ability to formulate completion strategies, monitor thought processes, and evaluate results reflectively. Moderately capable students show mastery of metacognition at a sufficient level, but tend to be inconsistent in monitoring and evaluating the strategies used. Meanwhile, low-skilled students exhibit limited metacognition skills, characterized by minimal planning, weak monitoring, and procedural evaluations without conceptual understanding. These findings confirm that metacognition ability is directly proportional to the quality of mathematical problem solving, particularly in PISA problems that require geometric visualization and spatial reasoning. This study recommends the need for learning that explicitly trains metacognitive strategies to improve students' ability to solve context-based problems.
Co-Authors Abirrotun Nabilah Adelia Azzahra Adhany, Reva Salma Alif Ringga Persada, Alif Ringga Anike Anike Anita Syafianti Arif Abdul Haqq Asep Robiana Bayyinah Rismawati Budi Waluya, Stevanus darwan darwan, darwan Darwan, Darwan Dian Lestari Farizi, Reo Al Hadi Kusmanto Hariyani, Rizky Ijah Khodijah Ikman Nurhakim Rahadi Jamali Sahrodi Mauliddiyah Istiqomah Miftakhul Jannah Mubarikah, Anti Muhamad Ali Misri Muhammad Ali Misri Mumun Munawaroh Muslihudin Muslihudin Ni’matul Fauziah Nuke Apriyanti Nur Saebah Nurma Izzati Nurul Fauziah Omar Arif Al-Kamari Putri Pertiwi Rahadi, Ikman Nurhakim Reo Al Farizi Reo Al Farizi Riska Rahayu Robiana, Asep Rochmad - Saluky Shahrul Khan, Mohamad Ilham Sirojudin Wahid Siti Nurfadillah St. Budi Waluya Sugiman Sugiman Sugiman Syafianti, Anita Syifa Fizri Fauziah Tia Utami Toheri, Toheri Tuti Isnani Utami, Tia Vaher, Kristina Wardono Wardono Wardono WINARNO Winarno Winarno Winarno Winarno Winarno, Winarno Windiyani, Sri Yulina Ismiyanti