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Erlina Prihatnani

Universitas Kristen Satya Wacana

Author-ID : 2552015

Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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PENGEMBANGAN MEDIA PEMBELAJARAN USH (UNO STACKO HITUNG) Mitchella Sinta Larasati; Erlina Prihatnani
EDU-MAT: Jurnal Pendidikan Matematika Vol 6, No 2 (2018)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v6i2.5679

Perlu strategi menarik, menantang, dan tidak menimbulkan intimidasi guna membantu siswa yang belum mampu menguasai operasi hitung bilangan bulat meski materi ini sudah dipelajari. Penelitian R&D dengan model ADDIE ini bertujuan mengembangkan USH sebagai solusi dari masalah tersebut. USH telah diujikan kepada 24 sampel acak yang berasal dari 8 SD. USH dinyatakan valid dari aspek materi dan media berturut-turut dengan persentase 80% (baik) dan 85,7% (sangat baik). Uji kepraktisan menghasilkan persentase 93,6,% (sangat baik). Uji pair t-test dengan α=0,05 menghasilkan signifikan kurang dari 0,05 dengan rerata posttest lebih tinggi dibanding pretest. Berdasarkan ketiga uji tersebut USH dinyatakan valid, praktis, efektif.Kata kunci: uno stacko hitung, operasi hitung, bilangan bulat, R&D, ADDIE

Proses metakognisi mahasiswa calon guru matematika dalam memecahkan masalah piramida hitung Erlina Prihatnani; Daniel Supriyadi
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.36732

Metakognisi merupakan salah satu faktor penentu keberhasilan seseorang dalam memecahkan masalah. Penelitian kualitatif ini bertujuan untuk mendeskripsikan proses metakognisi mahasiswa calon guru matematika dalam menyelesaikan soal Piramida Hitung (Pitung) yang merupakan permasalahan non rutin terkait operasi bilangan bulat. Subyek penelitian adalah tiga mahasiswa Pendidikan Matematika Universitas Kristen Satya Wacana Salatiga angkatan 2019. Kriteria pemilihan subyek yaitu: mahasiswa yang berhasil memecahkan tiga tantangan dalam Pitung (tepat dua operasi hitung, tepat tiga operasi hitung, dan tepat empat operasi hitung), komunikatif, dan bersedia menjadi subyek. Data dikumpulkan melalui tes tertulis, think aloud, dan wawancara. Hasil penelitian menunjukkan bahwa proses metacognitive awareness (menyadari pengetahuan dan pengalaman terdahulu, menyadari pola strategi yang dibuat, dan menggunakan informasi pada soal untuk penyelesaian masalah), metacognitive regulation (membuat perencanaan, merevisi langkah penyelesaian, memikirkan dan menemukan jawaban lain), dan metacognitive evaluation (menilai kapasitas berpikir, menilai hasil pekerjaan, dan menilai pemahaman diri sendiri) terjadi saat proses pemecahan masalah dengan bentuk beragam untuk setiap subjeknya. Selain itu, metakognisi juga membantu subyek dalam membuat strategi penyelesaian menjadi lebih efektif. The process of metacognition of prospective mathematics teachers in solving number pyramid problemsAbstractMetacognition was one of the determining factors for a person’s success in problem-solving. This qualitative research aimed to describe prospective teachers’ metacognition process in solving the Number Pyramid or Piramida Hitung (Pitung) problem, non-routine problems related to integer operations. The subjects were three mathematics education students of Universitas Kristen Satya Wacana Salatiga, Indonesia. The criteria for selecting subjects, namely: students were succeeded in solving three challenges in the Pitung (exactly two-number operations, three-number operations, and four-number operations), communicative, and willing to be the subject. Data were collected using the written test, think aloud, and interviews. The results showed that process of metacognitive awareness (be aware of previous knowledge and experience, be aware of the pattern of strategies created, and use the information in problems for problem-solving); metacognitive regulation (made plans, revised completion steps, think about, and found others answers); and metacognitive evaluation (assessed thinking capacity, assessed work results, and assessed self-understanding) occurred during the problem-solving process in various forms for each subject. Also, metacognitive helped the subjects in making the completion strategy more effective.

PENGEMBANGAN LEMBAR KERJA SISWA MATERI SPLDV BERBASIS KONTEKSTUAL BERBANTUAN SOFTWARE GEOGEBRA UNTUK SISWA KELAS VIII SMP Dyah Hayu Kumarawati; Erlina Prihatnani
Justek : Jurnal Sains dan Teknologi Vol 1, No 1 (2018): Mei
Publisher : Unversitas Muhammadiyah Mataram

Abstrak: Penelitian ini bertujuan untuk mengembangkan LKS berbasis kontekstual berbantuan geogebra yang valid, praktis dan efektif. Penelitian ini menggunakan model pengembangan ADDIE dan telah dinyatakan valid dari aspek materi dan media pembelajaran dengan persentase berturut-turut 92,59% dan 92,80%, termasuk kategori sangat baik. Media ini telah diujicobakan kepada siswa kelas VIII SMP PGRI Banyubiru dan menghasilkan indeks kepraktisan penggunaan sebesar 75%, masuk kategori praktis. Uji pair t-test dengan taraf signifikan α = 0,05 menghasilkan signifikan mendekati nol kurang dari 0,05 dengan rata-rata posttest lebih tinggi daripada pretest. Berdasarkan ketiga hasil uji tersebut maka dapat disimpulkan bahwa media ini valid, praktis, dan efektif. Abstract: This study aims to develop a Geogebra based, contextual, practical and effective contextual-based LKS. This research uses ADDIE development model and it has been stated valid from material aspect and instructional media with percentage of 92,59% and 92,80%, including very good category. This media has been tested to students of class VIII SMP PGRI Banyubiru and produce the practicality of the use index of 75%, entered the practical category. T-test pair with significant level α = 0.05 yields significantly close to zero less than 0.05 with posttest average higher than pretest. Based on the three test results it can be concluded that the media is valid, practical, and effective.

Pengembangan media pembelajaran dart board math bagi siswa kelas VII SMP Desi Listiani; Erlina Prihatnani
Math Didactic: Jurnal Pendidikan Matematika Vol 4 No 1 (2018)
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v4i1.80

The low ability of students in algebra is challenging for teachers to make innovation in the learning of algebra. This research aims to create learning media to help students in learning algebra. The model used for the development of this research is ADDIE, which consists 5 stages, such as Analyze, Design, Development Implementation, and Evaluation. This research produces a product of interactivelearning media called Dart Board Math. The instruments used consist of media validation sheet, praticality sheete, pre test, post test, and students’ argument sheet. This media has been applied to 26 students in the 2nd Grade of Junior High School 2 Salatiga. The Dart Board Math has been classified as as valid from both material aspect and learning media aspect with precentage of 88,1% and 89,1% which are both classified as excellent. The precentage os praticality test result is 84,1% which is classified as excellent. Pair t-test of significance level of 5% produce significance approaching zero with post test average higher than the pre test. Based on the three test that has been implemented, this meda of learing is classified to be valid, pratical and effective

Perbedaan Kemampuan Pemecahan Masalah dari Penerapan Problem Solving dan Problem Posing pada Siswa SMA Meta Yulia Sari; Erlina Prihatnani
Mosharafa: Jurnal Pendidikan Matematika Vol 10, No 3 (2021)
Publisher : Institut Pendidikan Indonesia

AbstrakPentingnya kemampuan pemecahan masalah dalam pembelajaran matematika belum diikuti dengan pencapaian yang baik. Penelitian ini bertujuan menerapkan model pembelajaran Problem Solving dan Problem Posing serta menguji ada tidaknya perbedaan kemampuan pemecahan masalah dari kedua model tersebut. Penelitian dilaksanakan pada kelas X salah satu SMA Negeri di Salatiga dengan materi trigonometri. Sampel sebanyak 53 siswa, terbagi dalam dua kelompok eksperimen. Penelitian ekperimen semu ini menggunakan desain randomaized control group pretest-postest design, dengan instrumen berbentuk tes kemampuan pemecahan masalah dan lembar observasi. Analisis data menggunakan kovariansi pada taraf signifikan ???? = 5% dengan kemampuan awal sebagai variabel kovarian. Hasil uji hipotesis menyimpulkan bahwa dengan mengontrol kemampuan awal siswa didapat bahwa siswa yang melaksanakan model pembelajaran Problem Posing secara signifikan memiliki kemampuan pemecahan masalah matematika yang lebih baik dibandingkan siswa yang melaksanakan model pembelajaran Problem Solving. Hasil ini menunjukkan pembelajaran hendaknya tidak hanya melatih siswa menyelesaikan masalah tetapi juga mengkonstruksi permasalahan. Differences in problem-solving abilities from the application of problem-solving and problem-posing in high school studentsAbstractThe importance of problem-solving abilities in mathematics learning has not been automatically followed by good achievement. This study aims to apply Problem Solving and Problem Posing learning models and to test whether there are differences in the problem-solving abilities of the two learning models. This research was conducted in class X mathematics learning at one of the public high schools in Salatiga on Trigonometry material. This quasi-experimental study used a randomized control group pretest-posttest design, with instruments in the form of problem-solving ability tests and observation sheets. The data analysis used was the covariance test at the significant level α = 5% with the initial ability as a covariate variable. The results of hypothesis testing with covariance analysis concluded that by controlling students' initial abilities it was found that there were significant differences in mathematical problem-solving abilities between the application of the two models. Students who carry out the Problem Posing learning model significantly have better mathematical problem-solving abilities than students who carry out the Problem-Solving learning model. These results indicate that learning should not only train students to solve problems but also construct problems.

Efektivitas Model Pembelajaran 3CM (Cool-Critical-Creative-Meaningfull) terhadap Kemampuan Berpikir Kritis Siswa SMP Titania Mega Rizti; Erlina Prihatnani
Mosharafa: Jurnal Pendidikan Matematika Vol 10, No 2 (2021)
Publisher : Institut Pendidikan Indonesia

AbstrakPembelajaran matematika diharapkan dapat mengasah kemampuan berpikir kritis, meskipun pembelajaran secara daring. Penelitian bertujuan menerapkan salah satu model pembelajaran yang menekankan pada aspek berpikir kritis yaitu model 3CM (Cool-Critical-Creative-Meaningfull) pada materi bangun ruang sisi datar dan menganalisis dampaknya terhadap kemampuan berpikir kritis siswa. Populasi penelitian adalah seluruh siswa SMPN di Salatiga, sampelnya 82 siswa dari SMPN 1 Salatiga dan SMPN 6 Salatiga yang dibagi menjadi kelompok eksperimen 1 dan 2. Desain penelitian eksperimen semu ini adalah randomized control grup pretest-postest design. Instrumen tes berbentuk 7 soal uraian, terdiri dari pretest dan posttest dengan rubrik penilaian berdasarkan aspek Focus, Reason, Inference, Situation, Clarity, and Overview. Uji hipotesis menunjukkan penerapan model pembelajaran 3CM dengan dua jenis kegiatan creative yang berbeda yaitu berbasis project dan berbasis problems posing menghasilkan kemampuan berpikir kritis yang sama. Penerapan 3CM dimungkinkan untuk menggunakan dua jenis kegiatan tersebut dalam melakukan aspek creative guna mengasah kemampuan berpikir kritis siswa. The Effectiveness of The 3 CM (Cool-Critical-Creative-Meaningful) Learning Model on The Critical Thinking Ability of SMP StudentsAbstractMathematics learning is expected to hone thinking skills, although learning must be done boldly. This study aims to apply a learning model that emphasizes the critical thinking aspect, namely the 3CM (Cool-Critical-Creative-Meaningful) model on the flat-sided building material, and analyze its impact on students' critical thinking skills. The study population was all students of SMPN in Salatiga, the sample was 82 students from SMPN 1 Salatiga and SMPN 6 Salatiga who were divided into experimental 1 and 2 groups. This quasi-experimental research design was a randomized control group pretest-posttest design. The test instrument is in the form of a description of 7 questions consisting of a pretest and posttest with a rubric based on aspects Focus, Reason, Inference, Situation, Clarity, and Overview. Hypothesis testing that the application of the 3CM learning model with different types of Creative (based on project and problems posing) activities results in the same critical thinking skills.

Profil Berpikir Kritis Matematis Mahasiswa dalam Menyelesaikan Soal Trigonometri Ditinjau dari Tingkat Kepercayaan Diri Bagus Dwi Wicaksono; Erlina Prihatnani
Mosharafa: Jurnal Pendidikan Matematika Vol 8, No 1 (2019)
Publisher : Institut Pendidikan Indonesia

AbstrakMemasuki era Masyarakat Ekonomi Asean (MEA) diperlukan calon guru yang berkualitas agar mampu menyiapkan generasi yang dapat bersaing secara global. Salah satu kemampuan yang harus dimiliki seorang calon guru adalah kemampuan berpikir kritis matematis. Sebuah penelitian menyimpulkan bahwa kemampuan berpikir kritis dipengaruhi oleh kepercayaan diri. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis matematis mahasiswa Pendidikan Metematika FKIP UKSW ditinjau dari tingkat kepercayaan diri. Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian merupakan mahasiswa Pendidikan Matematika FKIP UKSW yang diambil berdasarkan 2 kategori yaitu mahasiswa dengan kepercayaan diri tinggi atau S1 dan mahasiswadengan kepercayaan diri rendah atau S2. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan kemampuan berpikir kritis matematis antara subjek S1 dan subjek S2 dimana subjek S1 memenuhi semua aspek FRISCO (fokus, reason, inference, situasion, clarity, dan overview) sedangkan subjek S2 hanya memenuhi aspek focus, reason, inferencedanclarity. Profil of Student’s Mathematical Critical Thinking in Solving Trigonometry Question Viewed from Self-ConfidenceAbstractEntering the era of the Asean Economic Community (MEA) requires qualified teacher candidates to be able to prepare generations that can compete globally. One of the abilities that a prospective teacher must possess is mathematical critical thinking skills. A study concluded that critical thinking skills are influenced by self-confidence. This study aims to describe the mathematical critical thinking skills of the SWCU FKIP Mathematics Education students in terms of their level of confidence. This type of research is qualitative descriptive. The research subjects were SWCU FKIP Mathematics Education students taken based on 2 categories, namely students with high self-confidence or S1 and students with low self-confidence or S2. The results of this study indicate that there are differences in mathematical critical thinking skills between S1 subjects and S2 subjects where S1 subjects fulfill all aspects of FRISCO (focus, reason, inference, situation, clarity, and overview) while S2 subjects only fulfill focus, reason, inference, and clarity aspects.

Kreativitas Siswa Produk Kurikulum 2013 Diyas Ruziana; Erlina Prihatnani
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 3 No 1 (2019): Jurnal Cendekia: Jurnal Pendidikan Matematika
Publisher : Mathematics Education Study Program

ABSTRAK Kurikulum merupakan jawaban pendidikan akan tantangan abad 21. Salah satu keterampilan yang perlu diasah untuk menghadapi abad 21 adalah kreativitas. Penelitian ini bertujuan untuk melihat pencapaian kreativitas dari pelaksanaan kurikulum 2013. Subjek dalam penelitian ini adalah 12 siswa kelas XII yang telah mengalami kurikulum 2013 selama periode kurang lebih 5 tahun (dari kelas VII sampai XII). Analisis hasil tes kreativitas siswa dalam menyelesaikan soal mengenai pola menunjukan bahwa untuk aspek kelancaran, setiap subjek memenuhi dengan 8,3% subjek memliki tingkat kelancaran yang lebih baik disbanding subjek lainnya. Pada aspek kelenturan, tidak semua subjek memenuhi, namun sebagian (50%) subjek memenuhi aspek kelenturan. Pada aspek kebaharuan, setiap subjek memenuhi dengan 8,3% subjek memiliki tingkat kebaharuan yang lebih baik dari subjek lainnya. Adapun pada aspek penguraian, setiap subjek memenuhi aspek penguraian. Berdasarkan hasil tersebut dapat disimpulkan bahwa secara keseluruhan subjek pada kurikulum 2013 termasuk dalam kategori kreatif. Kata kunci: Kreativitas, Kurikulum 2013 ABSTRACT The curriculum is the answer to education for the challenges of the 21st century. One of the skills that needs to be honed to face the 21st century is creativity. This study aims to see the creativity achievement of the 2013 curriculum implementation. The subjects in this study were 12 students of class XII who had experienced the 2013 curriculum for a period of approximately 5 years (from grades VII to XII). Analysis of the results of tests of students' creativity in solving questions about patterns shows that for aspects of fluency, each subject fulfills 8.3% of subjects having a better level of fluency than other subjects. In the aspect of flexibility, not all subjects meet, but some (50%) subjects meet the aspect of flexibility. In the aspect of renewal, each subject fulfills 8.3% of subjects having a better level of renewal than other subjects. As for the decomposition aspect, each subject fulfills the decomposition aspect. Based on these results it can be concluded that overall the subjects in the 2013 curriculum are included in the creative category. Keywords: Creativity, Curriculum 2013

Newman’s Error Analysis Dalam Geometri Ruang Ditinjau dari Kecerdasan Visual Siswa SMA Ardina Fahriyanti Maharani; Erlina Prihatnani
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 3 No 2 (2019): Jurnal Cendekia: Jurnal Pendidikan Matematika
Publisher : Mathematics Education Study Program

In solid geometry needed the ability to visualize space that cannot be seen so differences in visual intelligence can trigger errors in solving geometry problems. Therefore, this study aimed to determine the types of errors made by students and the factors that cause errors in working on geometry problems based on Newman's Error Analysis (NEA) in terms of visual intelligence. This research chose the subjects of class XII high school who had studied the material distance points to lines in space with different levels of visual intelligence, namely high and low. The process of collecting data used visual intelligence test questions, geometry test questions, and interviews. The results of this study indicated that the level of students' visual intelligence affects the difference in location and the factor that causes errors in the stage of transformation especially on determining the distance in dimension 3. Students with high visual intelligence made mistakes at the stage of transformation and encoding that caused by the students’ carelessness. However, students with low visual intelligence made mistakes at the stage of comprehension, transformation, process skills, and encoding due to the concept of the point distance to the line and the concept of the Pythagorean theorem.

Peningkatan Hasil Dan Keaktifan Belajar Siswa Melalui NHT Gebi Yustika; Erlina Prihatnani
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 3 No 2 (2019): Jurnal Cendekia: Jurnal Pendidikan Matematika
Publisher : Mathematics Education Study Program

Inappropriate learning processes can lead to low learning results and student inactivity. This research (PTK) aims to improve learning outcomes and activeness of students in VIIH class of SMP Negeri 6 Salatiga students in rectangular and triangular material through Numbered Heads Together (NHT) learning application model. The model used in this research is Kemmis & Mc Taggart spiral model. It shows that the average result in the class is 64,4 (have not reach the minimum requirement) with percentage in passing the requirement of 46.40%. In cycle 2, the result increased with passing the average grade of 81.2 (fulfilling KKM) with percentage of 75% for passing grade requirement. Student activeness is increasing along with the learning outcomes. However, average category or high category on the 1st cycle is at 50,14%, while on the 2nd cycle, it can reach out to 80% or more. The two results concluded that implementing NHT could improve learning outcomes and activeness of students in VIIH class of SMPN 6 Salatiga.

Co-Authors Ali Ikhsani Alvia Listyaningtyas Amin, Nor Fadila Angga Ramadhany Anisa Rizki Amalia Ardina Fahriyanti Maharani Bagas Prima Kristanto Bagus Dwi Wicaksono Bella Ayu Permatasari Cindy Aprillya Sidarta Danang Noveka Harsono Dani Kusuma Daniel Supriyadi Desi Listiani Desya Rossa Deviana Didit Budi Nugroho Dinda Ayu Septiana Diyas Ruziana Dresthya Aranggani dwi malindha Dyah Hayu Kumarawati Erlin Prasetyo Gebi Yustika Hafilda Suha Abidah Helti Lygia Mampouw Ibnu Sina Fauzi Ikhsani, Ali Irfani, Nur Jati Lasworo Asih Kristina Christa Dewi Kristina Roseven Nababan Kristina Roseven Nababan Kriswandani, Kriswandani Kusuma, Dani Kusuma, Tunjung Dwi Mas’ud Rifai Meta Yulia Sari Mitchella Sinta Larasati Muhammad Fajar Prasetyo Nanda Kharysma Kurnia Safitri Nur Laelatunnajah Pamungkas, Bintoro Ady Permatasari, Bella Ayu Rahayu Ranila Ranila, Rahayu Rida Larasanti Rizti, Titania Mega Sara Kartika Ratri Sari, Febriani Dwi Sari, Meta Yulia Septi Reza Pahlavi Surya Enjang Krisdiantoro Susilo, Christina Yulia Sutriyono Sutriyono Syera Trivena Dessiane Titania Mega Rizti Tri Nova Hasti Yunianta umi istiqomah Umi Istiqomah Wahyudi Wicaksono, Bagus Dwi Yoga Setiawan Yoga Setiawan, Yoga Yonathan Apriyono Yunia Eka Putri

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