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Mathematics Critical Thinking Reviewed from Self-efficacy and Motivation of Learning in Arias Learning Riyanto, Onwardono Rit; Waluya, St. Budi; Mariani, Scolastika
Journal of Primary Education Articles in Press
Publisher : Journal of Primary Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (564.915 KB)

The ability to think critically and mathematically is the most important goal taught in mathematics learning. The purpose of this study was: analyzing the increase in critical thinking skills, describing the increase in critical thinking skills in terms of self-efficacy, and describing the increase in critical thinking skills in terms of learning motivation. The type of research was mixed methods research, with a sequential explanatory strategy. The sample of this research was the VII-A grade students of Public Junior High School 8 Cirebon City. Data collection was done by test, observation, and interview. Quantitative data were obtained from tests, and qualitative data were obtained from observations and interviews. Quantitative results are then triangulated with qualitative data. The results showed that there was an increase in critical thinking skill through the ARIAS model; students with high self-efficacy had high critical thinking skills; students with medium self-efficacy had medium or low critical thinking skills. Students with low self-efficacy had medium or low critical thinking skill; learning motivation has a strong relationship with critical thinking. Students with high learning motivation have high critical thinking skills. Students with medium learning motivation have medium critical thinking skills. Students with low learning motivation have low critical thinking skills.

Studentâ€™s Selfâ€Efficacy and Perceptions of Online Learning on the Use Learning Management System Udin, Tamsik; Maufur, Syibli; Riyanto, Onwardono Rit
Journal of Education Technology Vol 6, No 1 (2022): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v6i1.41884

Empirical evidence explained the current changes in teaching and learning due to the coronavirus pandemic, especially in Indonesia. This study investigates factors of self-efficacy and the impacts on online learning in one university in Indonesia. In this research, the theory of social cognitive integration is used in the online learning process. This type of quantitative research with an online questionnaire tool was applied to collect data from 156 students. The data were analyzed using the Structure equation modeling (SEM) approach proposed using the Lisrel software. This study shows the significance of self-efficacy in finishing online learning and self-efficacy in interacting during online learning. The impacts are seen in terms of comfortability and self-awareness of students to attend online learning. On the other hand, the effect of social interaction in online learning is categorized as an insignificant factor statistically to influence the subject's intentions. The conditions of solving the obstacles and handling the features in the learning management system (LMS) are essential to achieving success in online learningFrom the research results, self-efficacy factors have a positive impact on the implementation of e-learning and instructor support helps overcome technical obstacles. Moreover, this study contributes to the implementation and guidance of students behaviours to increase success in online learning.

PENGEMBANGAN BUKU AJAR PPEP BERBASIS CONTEXTUAL LEARNING UNTUK MAHASISWA MATEMATIKA Edi Prio Baskoro; sirojudinS Wahid; Onwardono Rit Riyanto
Integral : Pendidikan Matematika Vol 12 No 1 (2021): INTEGRAL
Publisher : Program Studi Pendidikan Matematika, FKIP Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jnr.v12i1.2573

Proses pembelajaran adalah serangkaian kegiatan dimulai dari perencanaan, pelaksanaan hingga evaluasi pembelajaran. Seorang pendidik/calon pendidik harus mengetahui konsep serta aplikasi proeses pembelajaran ini. Perancangan buku ajar dalam penelitian ini guna mendukung pegetahuan dan keterampilan mahasiswa dalam memahami proses pembelajaran. Tujuan penelitian ini untuk mengetahui kualitas, keefektifan, dan respon terhadap buku ajar PPEP dengan pendekatan kontekstual (CTL). Desain penelitian menggunakan true experimental design. Instrumen Penelitian yang digunakan angket validasi, tes hasil belajar, dan angket respon dan wawancara. Teknik Analisis Data: Statistik Deskriptif Hasil penelitian menyatakan bahwa bahan ajar PPEP dengan pendekatan kontekstual (CTL) berhasil dikembangkan dan telah divalidasi. Hasil validasi pengembangan bahan ajar PPEP dengan pendekatan kontekstual rata-rata 4,2. Hasil belajar mencapai ketuntasan lebih dari 75% dengan kriteria ketuntasan minimum sebesar 85. Respon mahasiswa tergolong memuaskan/sangat baik. Bahan ajar PPEP dapat membantu pemahaman belajar mahasiswa. Hasil validasi dan respon mahasiswa bahwa buku ajar masih memiliki kekurangan dalam hal desain, ilustrasi, dan soal kontekstual.

The Influence of Self-efficacy on Self-Anxiety Based on Students' Mathematics Learning Ningsih, Nur Indah Septia; Maharani, Sri; Shofari, Mia Rahma; Verlanda, Mohamad Abif; Riyanto, Onwardono Rit
Journal of Mathematics Instruction, Social Research and Opinion Vol. 2 No. 3 (2023): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v2i3.193

Anxiety towards a particular subject is experienced by most students in various schools, especially in mathematics. This research aims to determine the influence of self-efficacy and self-anxiety on mathematics in one of the schools in Cirebon City. The sample was selected using a purposive sampling technique, with a sample size of 40 students, each representing a higher grade. This study employs a quantitative approach. The data analysis techniques used are regression analysis and ANOVA test. The results of the research conclude that self-efficacy does not have a significant influence on self-anxiety in mathematics. Based on the R-Square analysis, a coefficient of determination of 0.238 is obtained, indicating that self-efficacy accounts for 28.5% of the influence on self-anxiety, while other variables influence the remaining 71.5%. Meanwhile, the ANOVA analysis shows a value of ÿ1 of 0.232. This means that each unit increase in the coefficient of self-efficacy will influence 0.232 on self-anxiety. Additionally, ÿ is equals 45.146, which means that if self-efficacy (d) is equal to 0, self-anxiety will be equal to 15.382. Therefore, it can be concluded that self-efficacy does not have a significant influence on self-anxiety in students, particularly in the subject of mathematics.

Differences in Student Motivation in terms of Student Learning Styles in Problem-Based Learning Riyanto, Onwardono Rit; Oktaviani, Lela; Salsabilla, Amara; Afrilliyan, Mega; Wati, Eva
Educational Insights Vol. 1 No. 1 (2023): June 2023
Publisher : PT Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/eduinsights.v1i1.4

This study aims to explore differences in students' learning motivation based on their learning styles. This study used a questionnaire or questionnaire method to collect data about students' learning style preferences and their learning motivation. Participants in this study were students of SDN Kertawinangun 1 who were randomly selected. The data were then analyzed statistically using descriptive tests and ANOVA tests. The results of the analysis show that there is no significant difference in students' learning motivation based on learning style. Students who have visual, auditory and kinesthetic learning disabilities do not show a high average learning motivation. Teachers can apply learning models that are appropriate to learning styles to increase learning motivation.

Treatment of Learning Anxiety: A Bibliometric Review in Islamic Psychology Winarso, Widodo; Riyanto, Onwardono Rit
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol 15 No 2 (2023): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v15i2.3098

This study provides a bibliometric review of research on the treatment of learning anxiety in Islamic psychology, which involved a systematic search in multiple databases, resulting in 91 relevant studies for analysis. The bibliometric data generated from the investigation, identification, and extraction processes were analyzed using statistical analysis. The study found that cognitive behavioral therapy, acceptance and commitment therapy, and stress reduction therapy were the most commonly used methods to treat learning anxiety. Furthermore, most studies were conducted in the United Kingdom and the United States, which suggests a need for further research in other regions. Studies found that the most frequently discussed topics on treating learning anxiety in Islamic psychology were psychological interventions, educational practices, and the impact of Islamic beliefs and practices on learning anxiety. Additionally, the study identified variations in the quality of studies, with some demonstrating high quality while others indicating a risk of bias. This paper emphasizes the importance of conducting further research on the treatment of learning anxiety in Islamic psychology, particularly in other regions. These findings could be valuable for academics, researchers, and psychology practitioners interested in treating learning anxiety and educators seeking to better understand and address this issue in their students. Further studies can focus on developing therapy models tailored to Islamic Psychology's principles to provide more optimal outcomes in addressing learning anxiety.

Self-efficacy in Online Learning: A Bibliometric Analysis Riyanto, Onwardono Rit; Muhammad, Ilham; Sari, Nurul Husnah Mustika; Azmy, Nabil Husnan
Journal of General Education and Humanities Vol. 4 No. 1 (2025): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i1.361

Whether synchronous or asynchronous, online learning utilizes various digital tools that significantly differentiate it from conventional offline learning. One critical factor influencing students' success in this environment is self-efficacy, which reflects their belief in their ability to perform learning tasks effectively. Despite increasing research on online learning self-efficacy, a comprehensive overview of its development and trends is needed. This study aims to analyze the research landscape related to online learning self-efficacy over the last five years, identifying key contributors, collaboration networks, and thematic research focuses. This study employs descriptive bibliometric analysis to systematically examine the growth, distribution, and impact of research in this field. Data was collected from major academic databases, focusing on publications between 2018 and 2023. Key parameters analyzed include publication trends, country-wise research output, institutional contributions, collaboration networks, keyword co-occurrence, and citation impact. Findings indicate a growing interest in online learning self-efficacy studies, particularly between 2018 and 2021. The United Kingdom leads in publications, while United States researchers engage in the most international collaborations. The Hong Kong Polytechnic University emerges as the top institution in this field. Most studies appear in education and technology journals, with commonly associated keywords including motivation, e-learning, self-concept, and self-regulated learning. Quantitative research dominates, as 84 of the 100 most-cited publications employ quantitative methodologies, with students as the most frequently studied sample group. These findings provide insights into scholarly trends, highlighting key contributors and research directions for future studies.

Student’s Self‐Efficacy and Perceptions of Online Learning on the Use Learning Management System Udin, Tamsik; Maufur, Syibli; Riyanto, Onwardono Rit
Journal of Education Technology Vol. 6 No. 1 (2022): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v6i1.41884

Empirical evidence explained the current changes in teaching and learning due to the coronavirus pandemic, especially in Indonesia. This study investigates factors of self-efficacy and the impacts on online learning in one university in Indonesia. In this research, the theory of social cognitive integration is used in the online learning process. This type of quantitative research with an online questionnaire tool was applied to collect data from 156 students. The data were analyzed using the Structure equation modeling (SEM) approach proposed using the Lisrel software. This study shows the significance of self-efficacy in finishing online learning and self-efficacy in interacting during online learning. The impacts are seen in terms of comfortability and self-awareness of students to attend online learning. On the other hand, the effect of social interaction in online learning is categorized as an insignificant factor statistically to influence the subject's intentions. The conditions of solving the obstacles and handling the features in the learning management system (LMS) are essential to achieving success in online learningFrom the research results, self-efficacy factors have a positive impact on the implementation of e-learning and instructor support helps overcome technical obstacles. Moreover, this study contributes to the implementation and guidance of students behaviours to increase success in online learning.

Islamic Foundations of Multicultural Education: Insights from the Qur’an, Hadith, and Ibn Kathīr’s Tafsir Riyanto, Onwardono Rit; Fatimah, Siti; Millah, Siti Nur; Saputra, Renaldy Bagas; Pamungkas, Afryandi
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.558

Despite extensive discussions on multiculturalism in education, few studies explore its foundations from an Islamic perspective, particularly through classical tafsir and authentic hadith. This study addresses this gap by uncovering the principles and values of multicultural education in Islamic teachings through an analysis of the Qur'an based on Ibn Kathīr's Tafsir and the hadiths of the Prophet Muhammad SAW. The research employs a qualitative literature review approach, drawing primary data from Ibn Kathīr’s Tafsir and collections of authentic hadiths, and secondary data from Islamic and multicultural education literature. The findings reveal that the Qur'an and hadith contain strong principles of multiculturalism, including recognition of diversity, social justice, respect for human rights, and the promotion of cross-cultural dialogue. Ibn Kathīr’s Tafsir emphasizes that diversity is sunnatullah to be approached with wisdom and insight. Sources from the Qur'an that highlight these principles include Q.S. Al-Hujuraat: 13, Ar-Rūm: 22, Al-Maidah: 8, Al-Mujadalah: 11, An-Nisa: 135, Al-Baqarah: 178, Al-A'rāf: 199, and Al-Muthaffifin: 29. Relevant hadith include Sahih Bukhari no. 1376, Sahih Muslim no. 2564, Sunan Tirmidhi no. 3890, Ahmad no. 8595, Musnad Ahmad no. 15444, Sunan Ibn Majah no. 68, and Sunan Tirmidhi no. 520. These findings provide a conceptual framework for educators to design learning environments and curricula that actively respect and accommodate ethnic, cultural, and religious differences, fostering peaceful coexistence and moral integrity in schools. This research is a scholarly reference for integrating Islamic values into multicultural education practices.

Treatment of Learning Anxiety: A Bibliometric Review in Islamic Psychology Winarso, Widodo; Riyanto, Onwardono Rit
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 15 No. 2 (2023): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v15i2.3098

This study provides a bibliometric review of research on the treatment of learning anxiety in Islamic psychology, which involved a systematic search in multiple databases, resulting in 91 relevant studies for analysis. The bibliometric data generated from the investigation, identification, and extraction processes were analyzed using statistical analysis. The study found that cognitive behavioral therapy, acceptance and commitment therapy, and stress reduction therapy were the most commonly used methods to treat learning anxiety. Furthermore, most studies were conducted in the United Kingdom and the United States, which suggests a need for further research in other regions. Studies found that the most frequently discussed topics on treating learning anxiety in Islamic psychology were psychological interventions, educational practices, and the impact of Islamic beliefs and practices on learning anxiety. Additionally, the study identified variations in the quality of studies, with some demonstrating high quality while others indicating a risk of bias. This paper emphasizes the importance of conducting further research on the treatment of learning anxiety in Islamic psychology, particularly in other regions. These findings could be valuable for academics, researchers, and psychology practitioners interested in treating learning anxiety and educators seeking to better understand and address this issue in their students. Further studies can focus on developing therapy models tailored to Islamic Psychology's principles to provide more optimal outcomes in addressing learning anxiety.

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