Article Per Year (5 Year)
p-Index From 2021 - 2026
4.176
P-Index
This Author published in this journals
All Journal Jurnal Elemen QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Journal of Education Technology Journal of Primary Education Integral : Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Journal of Scientific Research, Education, and Technology Indonesian journal of teaching and learning Educational Insights Edumaspul: Jurnal Pendidikan Al Ibtida: Jurnal Pendidikan Guru MI Eduma : Mathematics Education Learning and Teaching Al-Tarbiyah: Jurnal Pendidikan (The Educational Journal) DIMASEJATI:Jurnal Pengabdian Kepada Masyarakat
Onwardono Rit Riyanto
Institut Prima Bangsa
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 25 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 25 Documents
Search

 1   2   3 
From Linearity to Iteration: Navigating Polya's Problem-Solving Stages in an e-PBL Geometry Environment Arif Abdul Haqq; Sirojudin Wahid; Nurma Izzati; Onwardono Rit Riyanto; Dionisio Aquino Alves; Sulistiawati Sulistiawati; Aditiya Eka Nugraha
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.
Integrating Adaptive Testing into Flipped Mathematics Classrooms: Effects on Prospective Teachers' Critical Thinking and Reasoning Quality Arif Abdul Haqq; Nurma Izzati; Onwardono Rit Riyanto; Dionisio Aquino Alves; Siti Rahmah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1316

Abstract

This study addresses the limited development of students’ mathematical critical thinking ability in conventional classrooms and investigates the effectiveness of a flipped classroom supported by adaptive testing. The objective of this study is to examine the effect of this instructional approach on students’ mathematical critical thinking ability. An explanatory sequential mixed-methods design with a quasi-experimental pretest–posttest control group structure was employed, involving 64 students assigned to experimental and control groups. Data were collected through pre- and posttests, interviews, and classroom observations. Quantitative analysis using an independent samples t-test revealed a statistically significant difference in posttest scores, t(62) = 4.28, p < .001, with a large effect size (Cohen’s d = 1.07). The experimental group achieved a medium normalized gain (0.47), while the control group demonstrated a low gain (0.18). Qualitative findings indicated that students in the experimental group demonstrated more elaborated argument clarification, systematic process evaluation, relational inference and deduction, and strategic completion of missing information. In contrast, control group responses were predominantly procedural and recall-oriented. These findings suggest that the integration of flipped pedagogy and adaptive testing enhances higher-order reasoning processes and students’ mathematical performance, while adaptive testing is theoretically associated with more calibrated cognitive challenge and potentially more precise ability estimation.
Principal Performance Evaluation and Educational Quality Assurance in Madrasah Ibtidaiyah: A Qualitative Inquiry into Strategic Leadership Practices in Indonesia Moh Masnun; Patimah; Onwardono Rit Riyanto; Naya Hidayani Haq
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 36 No. 1 (2026)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/w2sxw305

Abstract

Madrasah principal leadership is a crucial factor in improving school effectiveness, learning quality, and teacher professionalism. Although international literature emphasizes the importance of school leadership evaluation, empirical studies on madrasah principal performance evaluation as a quality assurance mechanism in Islamic education are still very limited. This study aims to fill this gap by analyzing the practice of madrasah principal performance evaluation in three Islamic elementary schools (Madrasah Ibtidaiyah) in Cirebon Regency, Indonesia. A qualitative approach with a multiple case study design was used to understand the actual practice of leadership evaluation within the quality assurance system. Data were collected through in-depth interviews, observations, and document analysis, involving madrasah principals, supervisors, teachers, and madrasah administrators. Thematic analysis revealed that madrasah principal performance evaluation serves as a dual accountability mechanism (internal and external), integrated within the evaluation management cycle that includes planning, implementation, reflection, and follow-up. Evaluation also encourages strengthening teacher professionalism through collaborative development programs and instructional leadership. However, the effectiveness of implementation is still influenced by limited supervisor capacity and cultural resistance to evaluation. These findings expand educational accountability theory and the Quality Assurance Framework, while also providing implications for policy development, leadership practices, and strengthening quality assurance systems in madrasas. This study confirms that madrasa principal performance evaluation is not merely an administrative mechanism, but a strategic instrument for continuous improvement in educational quality
PEMBERDAYAAN GURU DALAM IMPLEMENTASI PEMBELAJARAN ABAD 21 Kartimi Kartimi; Asep Mulyani; Onwardono Rit Riyanto
Dimasejati: Jurnal Pengabdian Kepada Masyarakat Vol. 1 No. 2 (2019)
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | 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.
Integrating Flipped Classroom Instruction with Mastery-Based Adaptive Assessment to Support Mathematical Critical Thinking: A Quasi-Experimental Study Ahmad Zaeni; Onwardono Rit Riyanto
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 2 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i2.2417

Abstract

Purpose – Mathematics education requires assessment approaches that can respond to individual variation in student ability while supporting the development of mathematical critical thinking. This study examined the effectiveness of a flipped classroom model integrated with a Moodle-based, mastery-oriented adaptive assessment in improving undergraduate students' mathematical critical thinking. Methodology – A quasi-experimental pretest-posttest control group design was used, involving a total of 78 undergraduate students at UIN Siber Syekh Nurjati, divided by intact class into an experimental group that received flipped classroom instruction combined with a sequential, indicator-gated adaptive assessment, and a control group that received conventional lecture-based instruction. Mathematical critical thinking was measured using a 24-item open-ended test (Cronbach's α = 0.82) covering four indicators: clarification, inference, systematic thinking, and strategic thinking. Data were analyzed using the Shapiro-Wilk test for normality, Levene's test for homogeneity of variance, and an independent-samples t-test (with Welch's correction applied where variances were unequal), with effect size estimated using Hedges' g (Field, 2024). Findings – The experimental group recorded a significantly higher posttest mean (M = 82.35, SD = 4.384) than the control group (M = 67.59, SD = 7.789), t(33.14) = 8.98, p < .001 (Welch-corrected, due to unequal variances), with a very large effect size (Hedges' g = 2.55). This difference remained significant after adjusting for a baseline pretest difference between groups using analysis of covariance, F(1, 75) = 94.73, p < .001. The experimental group also showed a significantly larger N-Gain (M = 0.538, medium) than the control group (M = 0.207, low), t(34.91) = 8.14, p < .001. Novelty – This study distinguishes the rule-based, mastery-oriented adaptive assessment implemented here from classical Item Response Theory-based Computerized Adaptive Testing, clarifying a terminological distinction that has received limited attention in flipped classroom research on mathematical critical thinking. Significance – The findings are relevant to mathematics educators and instructional designers considering Moodle-based adaptive assessment as a complement to flipped classroom instruction for supporting undergraduate students' mathematical critical thinking.
Co-Authors Aditiya Eka Nugraha Afrilliyan, Mega Afryandi Pamungkas Ahmad Zaeni Alves, Dionisio Aquino Anasya Putri Febgiyo Anin Deviani Arif Abdul Haqq Asep Mulyani Diny Kristianty Wardany Diny Kristianty Wardany Dionisio Aquino Alves Dionisio Aquino Alves Dionisio Aquino Alves Edi prio baskoro Fitria Yuningsih Ghina Nafs Nugroho Hanafi, Salman Hartono Hartono Herisa Hardiyanti Sholeha Ilham Muhammad Kartimi Kartimi Moh Masnun Muniro Tujduja Nabil Husnan Azmy Naya Hidayani Haq Ningsih, Nur Indah Septia Nonih Nur Syah Lukiyah Nugraha, Aditiya Eka Nurma Izzati Nurma Izzati Nurul Husnah Mustika Sari Oktaviani, Lela Patimah Renaldy Bagas Saputra Salman Hanafi Salsabilla, Amara Saluky Sarwi Sarwi Sarwi, Sarwi Scolastika Mariani Shofari, Mia Rahma Sirojudin Wahid sirojudinS Wahid Siti Fatimah Siti Nur Millah Siti Rahmah Siti Rahmah Sri Maharani St. Budi Waluya Sulistiawati Sulistiawati Sulistiawati Sulistiawati Syibli Maufur, Syibli Tamsik Udin Verlanda, Mohamad Abif Wardany, Diny Kristianty Wati, Eva Winarso D. Widodo