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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Journal of Education Technology Journal of Primary Education Integral : Pendidikan Matematika Dimasejati: Jurnal Pengabdian Kepada Masyarakat Mosharafa: Jurnal Pendidikan Matematika Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Educational Insights Edumaspul: Jurnal Pendidikan Al Ibtida: Jurnal Pendidikan Guru MI Eduma : Mathematics Education Learning and Teaching
Onwardono Rit Riyanto
Institut Prima Bangsa
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Differences in Emotional Intelligence in Terms of Gender Diny Kristianty Wardany; Onwardono Rit Riyanto
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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

Abstract

Penelitian ini bertujuan untuk menganalisis perbedaan kecerdasan emosional berdasarkan jenis kelamin pada mahasiswa Universitas Majalengka. Kecerdasan emosional adalah kemampuan untuk mengenali, memahami, dan mengelola emosi diri sendiri dan orang lain, yang berperan penting dalam keberhasilan akademik, hubungan interpersonal, dan kesehatan mental. Penelitian ini menggunakan pendekatan kuantitatif dengan desain deskriptif komparatif. Sampel terdiri dari 50 mahasiswa yang dipilih secara stratified random sampling, dengan proporsi jenis kelamin yang seimbang. Data dikumpulkan dengan menggunakan kuesioner kecerdasan emosional berbasis teori Goleman yang mencakup lima dimensi: kesadaran diri, manajemen diri, motivasi, empati, dan keterampilan sosial. Data dianalisis menggunakan ANOVA dan uji post-hoc Bonferroni. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan dalam kecerdasan emosional antara siswa laki-laki dan perempuan. Siswa perempuan memiliki rata-rata skor kecerdasan emosional yang lebih tinggi dibandingkan siswa laki-laki. Uji post-hoc memperkuat temuan ini dengan perbedaan rata-rata p < 0,05. Dimensi empati dan keterampilan sosial menjadi keunggulan utama siswa perempuan, sementara siswa laki-laki cenderung lebih kuat dalam mengelola emosi yang berkaitan dengan kompetisi dan pengambilan keputusan. Temuan ini menggarisbawahi pentingnya program pengembangan kecerdasan emosional yang responsif gender untuk mendukung kesehatan mental, adaptasi sosial, dan keberhasilan akademik siswa. Penelitian ini merekomendasikan penerapan intervensi berbasis kecerdasan emosional, terutama untuk meningkatkan kemampuan siswa laki-laki dalam pengelolaan emosi dan keterampilan interpersonal..
From Linearity to Iteration: Navigating Polya's Problem-Solving Stages in an e-PBL Geometry Environment Haqq, Arif Abdul; Wahid, Sirojudin; Izzati, Nurma; Riyanto, Onwardono Rit; Alves, Dionisio Aquino; Sulistiawati, Sulistiawati; Nugraha, Aditiya Eka
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3613

Abstract

Penelitian ini mengkaji bagaimana mahasiswa mengalami dan memaknai tahapan pemecahan masalah Polya saat mengerjakan tugas geometri dalam lingkungan electronic Problem-Based Learning (e-PBL) yang diimplementasikan melalui sistem manajemen pembelajaran berbasis Moodle yang dikustomisasi. Penelitian ini menggunakan desain deskriptif kualitatif dengan sumber data berupa artefak pemecahan masalah tertulis, wawancara semi-terstruktur, dan jejak digital selama e-PBL. Data dianalisis menggunakan analisis tematik Braun dan Clarke dengan pengodean deduktif berdasarkan empat tahap Polya dan pengodean induktif untuk menangkap pola penalaran yang muncul. Hasil penelitian menunjukkan bahwa pemecahan masalah berlangsung secara dinamis dan rekursif. Tahap memahami dan merencanakan melibatkan penafsiran ulang representasi multimodal, sedangkan tahap pelaksanaan ditandai oleh pergeseran representasi yang memperjelas konsep. Prompt reflektif dalam e-PBL mendukung deteksi kesalahan dan penguatan konsep, serta menegaskan peran tahap evaluasi. This study examines how students experience and interpret Polya’s problem-solving stages while working on geometry tasks in an electronic Problem-Based Learning (e-PBL) environment implemented through a customized Moodle based learning management system. Using a qualitative descriptive design, data were collected from written problem-solving artefacts, semi-structured interviews, and digital traces generated during e-PBL activities. The data were analyzed using thematic analysis following Braun and Clarke, combining deductive coding based on Polya’s four stages with inductive coding to capture emerging reasoning patterns. The findings indicate that problem-solving is enacted as a dynamic and recursive process rather than a linear sequence. Understanding and planning involve repeated reinterpretation of multimodal representations, while execution is characterized by representational shifts that support conceptual clarity. Reflective prompts in e-PBL facilitate error detection and conceptual consolidation, highlighting the importance of the evaluative stage.
PEMBERDAYAAN GURU DALAM IMPLEMENTASI PEMBELAJARAN ABAD 21 Kartimi, Kartimi; Mulyani, Asep; Riyanto, Onwardono Rit
Dimasejati: Jurnal Pengabdian Kepada Masyarakat Vol 1, No 2 (2019)
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (125.818 KB) | DOI: 10.70095/dimasejati.v1i2.5815

Abstract

This form of devotion training aims to provide detailed guidance on designing and developing a 21st century learning in the form of e-learning. Train and design new instructors in the e-learning design orientation and provide basic concepts and information about the processes and resources involved in e-learning. Designing and managing e-learning is a new skill in the 21st century that teachers must have. The method of activities used are training, mentoring, implementation, and evaluation. Participants in the training and mentoring activities were junior high school science teachers from Cirebon, Cirebon, and Indramayu districts. Data in the form of observations and questionnaires were analyzed descriptively. The results of training and mentoring that teachers are able to use e-learning well. Teachers can create a learning space in e-learning that contains student teaching materials. The application of e-learning in each school still has limited facilities and infrastructure. The results of the questionnaire responses showed a positive response to the 21st century training and service activities.
Improving the Quality of Islamic Elementary School through the Moral Leadership of the Principal Hartono Hartono; Tamsik Udin; Onwardono Rit Riyanto
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 8 No. 2 (2021): October 2021
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v8i2.9137

Abstract

AbstractThis study aims to describe the moral leadership of the headmaster in improving the quality of the Madrasah Ibtidaiyah. Using a phenomenological case study,the data were gathered through interviews, observation, and documentation and then analyzed using three stages, namely data reduction, data display, and data verification. The results reveal that the headmaster is capable of bringing the madrasah to become one of the best madrasahs in Banyumas regency, Indonesia. Every leader has his own passion and leadership strategy. The passion of the headmaster is characterized by a self-energy, a belief based on divine values, and a willingness to learn from other schools. There are three strategies of the headmaster in managing the madrasah: 1) the values to be implemented in the madrasah that presents belief in his leadership passion; 2) communication that is done to build up relationships and motivation towards the vision; and 3) collaboration as a representation of the bonding power in building the strength of the madrasah with the power of the community, in this case the students’ guardians. Moral leadership integrated with religious and social attitudes greatly helps the leadership role of the principal.Keywords: moral leadership, strategy, quality of Islamic elementary school. AbstrakPenelitian ini bertujuan untuk mendeskripsikan kepemimpinan moral kepala sekolah dalam meningkatkan mutu madrasah ibtidaiyah. Dengan menggunakan studi kasus dengan pendekatan fenomenologis, data diambil melalui wawancara, observasi dan dokumentasi kemudian dianalisis menggunakan tiga tahap yaitu reduksi data, display data dan verifikasi data. Hasil penelitian mengungkapkan bahwa kepala sekolah mampu membawa madrasah yang dipimpinnya menjadi salah satu madrasah terbaik di Kabupaten Banyumas, Indonesia. Setiap pemimpin memiliki semangat dan strategi kepemimpinannya sendiri. Gairah Kepala Sekolah ditandai dengan energi diri, keyakinan yang dilandasi nilai-nilai ketuhanan, dan kemauan untuk belajar dari sekolah lain sebagai kekuatan pengikat. Tiga strategi kepala madrasah dalam mengelola madrasah adalah: 1) nilai-nilai yang diterapkan di madrasah yang menghadirkan keyakinan akan semangat kepemimpinannya; 2) komunikasi yang dilakukan untuk membangun hubungan dan motivasi menuju visi; dan 3) kolaborasi sebagai representasi kekuatan ikatan dalam membangun kekuatan madrasah dengan kekuatan masyarakat, dalam hal ini wali murid. Kepemimpinan moral yang terintegrasi dengan sikap keagamaan dan sosial sangat membantu peran kepemimpinan kepala sekolah.Kata kunci: kepemimpinan moral, strategi, kualitas madrasah ibtidaiyah.
MATHEMATICAL CRITICAL THINKING ABILITY REVIEWED FROM SELF-EFFICACY IN DISCOVERY LEARNING Ghina Nafs Nugroho; Onwardono Rit Riyanto
EduMa: Mathematics education learning and teaching Vol. 8 No. 1 (2019)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v8i1.4593

Abstract

Critical thinking skills are needed as competitive capital in the future. Critical thinking ability is the most important goal taught in mathematics learning. One of the supporting factors for students' success in mathematical critical thinking is the level of self-efficacy. This study aims to determine whether there is an increase in mathematical critical thinking skills in terms of self-efficacy in discovery learning learning. The research design used is mastered experiments using quantitative data. The population of this study was class VII Cirebon 8 Public Middle School and the sample taken was class VII B. The results showed that (1) self-efficacy students'had an average of 78.14 which was quite good. (2) Mathematical critical thinking skills of students have increased based on the results of pre-tests and p-test. (3) There is an increase in students 'critical thinking skills after learning which is viewed from self-efficacy students'.Keywords: Mathematical critical thinking ability, self-efficacy
Digital Competence of Post-Pandemic Teachers Based on Gender, Work Period, and Certification Factors Saluky Saluky; Onwardono Rit Riyanto; Siti Rahmah
EduMa: Mathematics education learning and teaching Vol. 11 No. 2 (2022)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.11751

Abstract

Technological developments must be balanced with the skills of mastering these technological products. Digital competence is highly correlated with the use and awareness of teachers in applying technology to their professional activities. This article presents diagnostic results on Teachers' self-perceptions of their digital competence. The digital competency framework based on DigiComp has five dimensions as an evaluation tool. The sample of this study consisted of 11 upper-middle-level teachers with various characteristics. Questionnaires were used to collect teacher response data. Descriptive analysis is used to diagnose teacher competence. The results showed that teachers have good skills in the aspects of information and data literacy as well as communication and collaboration. Digital content creation and problem solving skills related to the use of technology still need improvement efforts through improving soft skills. Increasing digital competency skills really needs to be pursued to integrate technology into the learning process
Development of Teaching Devices Based on Ethnomathematics and RME to Enhance Mathematical Literacy: Bibliometric Salman Hanafi; Sarwi Sarwi; Onwardono Rit Riyanto
EduMa: Mathematics education learning and teaching Vol. 14 No. 1 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.20127

Abstract

This study aims to examine the development of teaching materials based on ethnomathematics and Realistic Mathematics Education (RME) to enhance students' mathematical literacy. The research employs the PRISMA method (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), encompassing the stages of identification, screening, eligibility, and inclusion of relevant literature. The literature review focuses on studies related to the integration of local culture into mathematics instruction through an ethnomathematics approach and the application of RME as a pedagogical strategy. The findings indicate that teaching materials incorporating ethnomathematics and RME are effective in improving students' conceptual understanding, critical thinking skills, and mathematical literacy. This study provides recommendations for curriculum developers and educators to integrate local cultural values into contextual and relevant mathematics learning.    
Global Trends and Knowledge Structure of Educational Transformational Leadership: A Scopus-Based Bibliometric Analysis from 2016 to 2026 Diny Kristianty Wardany; Onwardono Rit Riyanto
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1403

Abstract

The increasing complexity of educational systems, driven by digital transformation, globalization, and sustainability demands, has made educational transformational leadership a critical research area. The rapid growth of publications, however, has led to fragmented knowledge, limiting a comprehensive understanding of its intellectual structure and thematic evolution. This study conducts a bibliometric analysis of 372 Scopus-indexed documents (comprising journal articles and review articles) published between 2016 and 2026, retrieved using a structured search query targeting the term “transformational leadership” in the title, abstract, and keywords fields. Using performance analysis and science mapping with VOSviewer and Microsoft Excel, the study examines publication trends, key contributors, citation patterns, collaboration networks, and conceptual structures. The results reveal a significant rise in publications, especially after 2020, peaking in 2025, indicating growing academic interest. The United States leads in contributions, followed by Indonesia and other Asian countries, reflecting increasing global participation. Thematic evolution shows a shift from traditional focuses on school effectiveness toward emerging themes such as digital transformation, artificial intelligence, teacher well-being, and sustainability. Two primary research clusters are identified through bibliographic coupling analysis using VOSviewer, with limited integration between traditional and contemporary approaches, indicating a conceptual gap. These findings highlight the need for an integrative framework that bridges classical leadership theories with digital and sustainability-oriented perspectives. A key limitation of this study is its reliance on a single database (Scopus), which may exclude relevant studies indexed elsewhere.
Co-Authors Afrilliyan, Mega Alves, Dionisio Aquino Arif Abdul Haqq Asep Mulyani, Asep Azmy, Nabil Husnan Diny Kristianty Wardany Diny Kristianty Wardany Edi prio baskoro Ghina Nafs Nugroho Hanafi, Salman Hartono Hartono Ilham Muhammad Kartimi Kartimi Millah, Siti Nur Ningsih, Nur Indah Septia Nugraha, Aditiya Eka Nurma Izzati Oktaviani, Lela Pamungkas, Afryandi Salman Hanafi Salsabilla, Amara Saluky Saputra, Renaldy Bagas Sari, Nurul Husnah Mustika Sarwi Sarwi Sarwi, Sarwi Scolastika Mariani Shofari, Mia Rahma sirojudinS Wahid Siti Fatimah Siti Rahmah Sri Maharani St. Budi Waluya Sulistiawati Sulistiawati Syibli Maufur, Syibli Tamsik Udin Verlanda, Mohamad Abif Wahid, Sirojudin Wardany, Diny Kristianty Wati, Eva Winarso D. Widodo