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Tri Dyah Prastiti

Universitas Terbuka

Author-ID : 345649

Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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PENGARUH MODEL PROJECT BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KREATIF DAN KOLABORATIF MATA PELAJARAN IPAS PADA PESERTA DIDIK KELAS IV DI MADRASAH IBTIDAIYAH Nurhayati, Emy; Sunardi; Prastiti, Tri Dyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.34260

This study aims to analyze the effect of the Project Based Learning (PjBL) model on the creative and collaborative thinking skills of fourth-grade students in the subject of Natural and Social Sciences (IPAS) at Madrasah Ibtidaiyah. The research employed a quasi-experimental method with a nonequivalent control group design. The subjects consisted of an experimental group taught using the PjBL model and a control group taught using conventional methods.The results show that there was a difference in the improvement of creative thinking skills between the experimental and control groups; however, the t-test indicated that this difference was not statistically significant (t = -1.192, df = 38, p = 0.241). This means that the application of the PjBL model did not significantly affect the enhancement of creative thinking skills. In contrast, for collaborative skills, the t-test revealed a statistically significant difference between the two groups (t = -5.766, df = 38, p < 0.001), with a mean difference of 10.82500, indicating that the PjBL model had a positive effect on students’ collaboration skills. Furthermore, the F-test showed that the calculated F value was greater than the F table value (17.156 > 3.592) with a p-value < α (0.000 < 0.050), leading to the rejection of H0. This indicates that, simultaneously, the PjBL model significantly influenced both creative and collaborative thinking skills.

Pengembangan Media Visual “PANJUMBAR” untuk Meningkatkan Kemampuan Operasi Hitung Penjumlahan pada Siswa Sekolah Dasar Purwanti, Purwanti; Winarni, Retno; Prastiti, Tri Dyah
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol 9 No 2 (2023)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.202392.360

The purpose of this research is to describe the process of developing Panjumbar learning media. Testing the effectiveness of the developed Panjumbar learning media. To find out the increase in natural number addition skills through the use of the developed Panjumbar learning media. This research is a type of Research and Development research or development research. Effectiveness analysis was carried out using the pretest-posttest results analysis. The pretest and posttest results were tested by Paired Sample T-Test. The results showed that the validity of panjumbar learning media by media expert validators for learning mathematics in class I of Gugus Sudirman Elementary School, Tirtomoyo District after revision, in terms of the educational aspect was 4.8 (very relevant), the technical aspect was 4.7 (relevant), aesthetics (very relevant). Thus the average validity of the media is 4.8 (very relevant). Material validity in terms of content aspect is 4.75 (relevant), construction aspect is 4.6 (relevant), language is 4.75 (relevant). Thus the average media validity is 4.8 (very relevant), and the average material validity is 4.75 (relevant). The effectiveness of Panjumbar media using the before-after experimental design in small group field trials is known to have an average pretest value of 73, and an average posttest value of 83.75. The average value of the large group pretest field test 71.13, posttest 81.56. This shows that the value of O2 is greater than O1, so the product design used in this study is effectively used as a medium for learning mathematics. Based on the normality test with the One Sample Kolmogorov Smirnov Test, the probability value of the t-statistic > Level of Significant = 0.05, namely the pretest value is 0.769 and the posttest value is 0.620 (> 0.05), thus the research data is normally distributed. The t test results obtained a significance value (2-tailed) 0.000 <0.05.

Implementasi Model Pembelajaran Means Ends Analysis (MEA) pada Pembelajaran Matematika Utomo, Budi; Sukarno, Sukarno; Prastiti, Tri Dyah
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol 9 No 2 (2023)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.202392.361

The purpose of this study was to describe plans, implementation, constraints and solutions, as well as the results of implementing the MEA learning model on mixed arithmetic problem solving materials with integers. The research was conducted with a qualitative approach. Research data were collected through interviews, observation, and documentation studies. The data analysis technique uses descriptive analysis with the steps: data collection, data reduction, data display, verification and confirmation of conclusions (Conclusion Drawing and Verification). The results of the study concluded that teacher preparation carried out by teachers in implementing MEA learning was: (1) preparing lesson plans, (2) preparing learning materials according to core competencies, basic competencies and learning objectives, (3) preparing learning media according to the MEA learning model in the form of interactive powerpoints and learning materials to be studied, (4) developing learning strategies and steps, (5) compiling assessment instruments accompanied by answer sheets and assessment criteria. The stages of implementing the MEA model learning are: (1) preliminary activities, (2) core activities, (3) closing, and (4) assessment of learning outcomes. The internal obstacles to MEA learning are: (1) students' difficulties in completing and solving math problems, (2) students' lack of enjoyment in learning material, (3) students with low math mastery tend to be passive, (4) the process of compiling math problem solving questions requires thinking mature and long process, (5) difficulty expressing math problems to students. External constraints: (1) Limited time and space for interaction between teachers and students due to the COVID-19 pandemic so that learning is less effective, (2) patterns of learning mathematics that are abstract in nature that have not been supported by concrete learning media cause the completion of problem solving questions to be less understandable by learners.

Pengaruh Penerapan Project Based Learning (PJBL) dan Motivasi Belajar Terhadap Kemampuan Bernalar Kritis Siswa di SD Muhammadiyah Terpadu Ponorogo Nuryanto, Edi; Prastiti, Tri Dyah; Wiryanto, Wiryanto
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1009

This research aims to determine whether Project Based Learning (PjBL) and learning motivation on students' critical reasoning abilities in the Science Material of Forms of Substances and Their Changes at SD Muhammadiyah Terpadu Ponorogo partially or simultaneously. The population in this study were all fourth grade students at the Ponorogo Integrated Muhammadiyah Elementary School which consisted of 5 groups with a total of 130 students, while the sample was taken from 2 groups using random sampling to obtain a sample of 52 students. This research instrument uses a questionnaire for the variable implementation of Project Based Learning (PjBL) and student learning motivation, and uses a test for the variable students' critical reasoning abilities. Data analysis uses partial and simultaneous correlational analysis. For statistical testing, the SPSS version 25.0 program was used. The results of the research concluded that the application of Project Based Learning (PjBL) and student learning motivation had a very strong influence, both partially and simultaneously, on students' critical reasoning abilities in the Science Material of Forms of Substances and Their Changes at the Ponorogo Integrated Muhammadiyah Elementary School.

Pengaruh model pembelajaran problem-based learning (PBL) terhadap kemampuan pemecahan masalah, berpikir kritis, dan berpikir kreatif siswa SMA pada materi program linier Azmi, Ulul; Siswono, Tatag Yuli Eko; Prastiti, Tri Dyah
Delta-Pi: Jurnal Matematika dan Pendidikan Matematika Vol 13, No 1 (2024)
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/dpi.v13i1.7569

Abstrak. Tujuan penelitian ini untuk : 1) mengetahui pengaruh model PBL terhadap kemampuan pemecahan masalah matematis siswa, 2) mengetahui pengaruh model PBL terhadap kemampuan berpikir kritis siswa, 3) mengetahui pengaruh model PBL terhadap kemampuan berpikir kreatif, dan 4) â€˜mengetahui pengaruh kemampuan pemecahan masalah matematis dan berpikir kritis secara bersama-sama terhadap berpikir kreatif siswa. Penelitian ini menggunakan pendekatan kuantitatif dan merupakan penelitian eksperimen semu dengan sampel penelitian sebanyak 72 siswa yaitu kelas Fase E SMA Hang Tuah 5 Sidoarjo yang dipilih dengan menggunakan cluster random sampling. Teknik pengumpulan data dengan instrumen: tes kemampuan pemecahan masalah, berpikir kritis, dan berpikir kreatif. Teknik analisis data pada rumusan masalah pertama sampai ketiga dilakukan menggunakan uji ANCOVA dan rumusan masalah keempat menggunakan uji multivariat. Hasil penelitian ini menunjukkan : (1) adanya pengaruh signifikan model PBL terhadap kemampuan pemecahan masalah, (2) adanya pengaruh Â signifikan model PBL terhadap kemampuan berpikir kritis, (3) adanya pengaruh signifikan model PBL terhadap kemampuan berpikir kreatif, dan (4) adanya pengaruh signifikan kemampuan pemecahan masalah matematis dan berpikir kritis secara bersama-sama terhadap kemampuan berpikir kreatif sebesar 87, 8%.

PENGEMBANGAN LKPD BERBASIS PEMBELAJARAN DI LUAR KELAS UNTUK MENINGKATKAN KEMAMPUAN INKUIRI DAN HASIL BELAJAR IPA SISWA SEKOLAH DASAR Agustin, Titin; Supeno; Prastiti, Tri Dyah
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 8 No 1 (2024): FEBRUARI
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/else.v8i1.21197

The aim of this research is to describe the validity, practicability and effectiveness of LKPD based on learning outside the classroom. This type of research is R&D using the ADDIE model with stages, including analyze, design, development, implementation, evaluation. The research subjects were students in classes VIA, B, C at SDN Tanggul Wetan 02, Tanggul District, Jember Regency. Data collection techniques use observation, interviews, questionnaires, tests and documentation. The data analysis method used is preliminary data analysis, observation and interview data in preliminary research are analyzed using comparative analysis. Analysis of LKPD validity data, LKPD practicality data analysis, effectiveness data analysis. The results of the research showed that the validity of the syllabus, lesson plans, LKPD, teaching materials, learning outcomes tests was obtained in the mode value category 4 with an average reliability of above 89% and was declared valid/suitable for use. The practicality of LKPD development based on the assessment results of three observers in three classes stated that the LKPD developed was very practical and was at 89.62% to 90.69%. The effectiveness of developing LKPD based on out-of-class learning based on the N-Gain results obtained from the pre-test and post-test in classes A, B, and C was obtained in the high category, so it can be stated that LKPD based on out-of-class learning is declared effective and can be used. improve inquiry abilities and student learning outcomes.

E-MODUL BARISAN DAN DERET SEBAGAI SARANA PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS HASANAH, USWATUN; SISWONO, TATAG YULI EKO; PRASTITI, TRI DYAH
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 4 No. 3 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v4i3.3128

The aim of this research is to analyze the increase in critical thinking skills after being taught using the sequence and series e-module developed using the ADDIE (Analysis, Design, Develop, Implement, Evaluate) model. The subjects involved in the e-module trial were 30 students in class X and 30 students in the experimental class with a population of 343 class X students at SMAN 1 Paciran. The instruments used in the test sheet research (pretest and posttest) to determine the increase in critical thinking skills were using a one-sided t test (one group pretest-posttest) and the N-gain score test. The results of the research show that through the ADDIE stage valid e-module sequences and series were produced based on expert validation, effective, demonstrated by students' learning completeness getting an average score of 77.63, including the high category, the results of the practicality test of using e-modules in learning can be measured from implementation. In the learning process in class, the teacher's response to learning and student activities in learning obtained an average score of 3.50, which is in the high category, so this e-module is practical for use in learning. Students' critical mathematical thinking abilities experienced a significant increase through the paired t test and the N-Gain value obtained an average result of 0.71 in the high category. In this way, e-modules for sequences and series can be applied as a form of innovation in current technology-based mathematics learning. ABSTRAKTujuan penelitian ini adalah menganalisis peningkatan kemampuan berpikir kritis setelah diajarkan menggunakan e-modul barisan dan deret yang dikembangkan dengan model ADDIE (Analysis, Design, Develop, Implement, Evaluate). Subjek yang terlibat dalam ujicoba e-modul sebanyak 30 siswa dalam satu kelas X dan 30 siswa kelas eksperimen dengan populasi sebanyak 343 siswa kelas X di SMAN 1 Paciran. Instrumen yang digunakan pada penelitian lembar tes (pretest dan postes) untuk mengetahui peningkatan kemampuan berpikir kritis dengan menggunakan uji t sepihak (one group pretest-posttest) dan uji N-gain skor. Hasil penelitian menunjukkan melalui tahap ADDIE dihasilkan e-modul barisan dan deret yang valid berdasar validasi ahli, efektif ditunjukkan dengan ketuntasan belajar siswa mendapatkan nilai rata-rata 77,63 termasuk kategori tinggi, hasil uji kepraktisan penggunaan e-modul dalam pembelajaran dapat diukur dari keterlaksanaan dalam proses pembelajaran di kelas, respon guru terhadap pembelajaran dan aktivitas siswa dalam pembelajaran diperoleh nilai rata-rata 3,50 termasuk kategori tinggi sehingga e-modul ini praktis untuk digunakan dalam pembelajaran. Kemampuan berpikir kritis matematika siswa mengalami peningkatan yang signifikan melalui uji t berpasangan dan nilai N-Gain mendapatkan hasil rata-rata 0,71 dengan kategori tinggi. Dengan demikian e-modul barisan dan deret dapat diterapkan sebagai bentuk inovasi dalam pembelajaran matematika berbasis teknologi saat ini.

The Effect of Concept Achievement on Critical Thinking and Creative Mathematical In Elementary School Students Marwati, Iis; Usman, Moh. Uzer; Prastiti, Tri Dyah
Journal Research of Social Science, Economics, and Management Vol. 3 No. 2 (2023): Journal Research of Social Science, Economics, and Management
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jrssem.v3i02.431

This research aims to describe the effect of applying the concept achievement learning model on the ability to think critically and creatively in elementary school student. Students' capacity for original thought allows them to come up with solutions to mathematical issues in a variety of ways. This research was conducted in 6th grade at UPI Cibiru Laboratory Elementary School in the 2021–2022 academic year on cubes and blocks lessons. This research used a quasi-experimental approach with a single experimental group. There were 22 students who made up the experimental group. The selection of purposive sampling led to the creation of the class group. The independent variable in this study is the achievement of the concept, while the dependent variable is the ability to think critically and creatively. The research design used is the Nonequevalent Posttest-Only Control Group Design. The instruments used in this research are test and non-test. The test is in the form of questions to determine the effect of students' critical and creative mathematical thinking skills between those using the Concept Achievement learning model and the Inquiry Learning Model. The non-test is in the form of a Likert scale to measure students' self-confidence. The data analysis technique used prerequisite tests, namely the normality test, homogeneity test, and the average difference test. Furthermore, the correlation test uses the Pearson or Spearman test and the coefficient of determination.

Pengaruh Pembelajaran berbasis masalah (Problem Based Learning) terhadap Motivasi Belajar dan Hasil Belajar Matematika Siswa Kelas IV SDN Lebakwangi 01 Rohman, Ali; Usman, Moh. Uzer; Prastiti, Tri Dyah
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 5 No. 1 (2025): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v5i1.1263

Penelitian ini bertujuan untuk menganalisis dampak penerapan metode pembelajaran berbasis masalah (Problem-Based Learning) terhadap motivasi belajar dan hasil belajar matematika siswa kelas IV di SDN Lebakwangi 01. Penelitian ini menggunakan desain kuasi eksperimen dengan satu kelompok eksperimen yang terdiri dari 26 siswa, dipilih melalui teknik purposive sampling. Metode yang digunakan meliputi uji normaitas, homogenitas, dan beda rata-rata. Instrumen yang digunakan adalah tes untuk mengukur hasil belajar dan skala likert untuk menilai motivasi siswa. Hasil penelitian menunjukkan bahwa model pembelajaran berbasis masalah (Problem Based Learning) secara signifikan dapat meningkatkan motivasi belajar siswa dibandingkan dengan model pembelajaran konvensional. Selain itu, hasil tes mengungkapkan adanya perbedaan rata-rata hasil belajar matematika yang lebih tinggi pada siswa yang menggunakan model pembelajaran berbasis masalah dibandingkan dengan siswa yang menggunakan model konvensional. Analisis data dengan uji korelasi juga menunjukkan hubungan positif antara penerapan model pembelajaran berbasis masalah dengan motivasi dan hasil belajar siswa. Dengan demikian, dapat disimpulkan bahwa pembelajaran berbasis masalah (Problem Based Learning) efektif dalam meningkatkan motivasi belajar dan hasil belajar matematika siswa di kelas IV Sekolah Dasar Negeri Lebakwangi 01.

Penerapan Pembelajaran Discovery Learning Berbantuan Facebook Messenger terhadap Peningkatan Kemampuan Komunikasi Matematis dan Berpikir Kritis Siswa SMP Kewa, Agussalim Bebe; Prastiti, Tri Dyah; Novianti, Idha
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 5 No. 2 (2025): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v5i2.1788

Penelitian ini bertujuan untuk mengungkapkan sejauh mana efektifitas pengunaan model pembelajaran Discocvery Learning yang dipadukan dengan media Facebook Messenger dalam meningkatkan kemampuan komunikasi matematis serta kemampuan berpikir kritis siswa SMP. Latar belakang penelitian ini adalah masih rendahnya kemampuan siswa dalam menyampaikan ide-ide matematis secara jelas dan berpikir kritis saat menghadapi persoalan, diperparah oleh kondisi geografis sekolah yang cukup menantang. Discovery Learning dipilih karena berbasis konstruktivisme yang mendorong keaktifan siswa, sedangkan Facebook Messenger digunakan sebagai media pendukung interaktif khususnya di luar jam pelajaran tatap muka. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen, dan desain pretest-posttest kelompok kontrol. Responden terdiri atas 58 siswa kelas IX MTsN 4 Flores Timur yang dibagi menjadi tiga kelompok: kelas eksperimen 1 (Discovery Learning + Facebook Messenger), kelas eksperimen 2 (Discovery Learning tanpa media), dan kelas kontrol (pembelajaran ekspositori). Instrumen berupa tes kemampuan komunikasi matematis dan berpikir kritis. Analisis data dilakukan dengan uji ANOVA satu jalur, uji post-hoc Tukey, dan ANOVA berpasangan. Temuan penelitian mengindikasikan bahwa pengunaan Discovery Learning berbantuan Facebook Messenger secara signifikan mampu meningkatkan kemampuan komunikasi matematis siswa dibandingkan dua kelompok lainnya (p<0,05). Peningkatan juga terjadi pada kemampuan berpikir kritis meskipun tingkat peningkatannya tidak melampaui peningkatan komunikasi matematis. Respon siswa dan guru terhadap penggunaan Facebook Messenger sangat positif. Disimpulkan bahwa integrasi Discovery Learning dengan media sosial mampu meningkatkan kualitas pembelajaran matematika dan menjadi solusi alternatif atas keterbatasan geografis dan infrastruktur.

Co-Authors Adiguna, Kukuh Arya Agustina Indriyati Ahmadah, Intan Fatimah Aldyon Restu Azkarahman Ali Rohman Anis Shobikhah Anjar Putro Utomo Baehaqi Barokah Widuroyekti Berlina Hidayati Budi Prastowo , Srihandono Budi Utomo Budi Utomo D. Dafik Danang Hariyanto Dian Mayasari Dian Mayasari Dina Thaib Dwi Sambada Dwi Sambada Dwikoranto Edi Nuryanto Endang Wahyuningrum Estu Puji Handayani Happy Karlina Marjo Hariyanto, Danang Herkun Santoso Ikha Dewi Dyah Gayatri Indriyati, Agustina Jackson P Mairing Jackson Pasini Mairing Jackson Pasini Mairing Jackson Pasini Mairing, Jackson Pasini Mairing, Jackson Pasini Kartika Dwi Anggraeni Kewa, Agussalim Bebe Lilis Endang Rahaju M. Sukarno M. Ulul Albab Marwati, Iis Masnia, Luluk Masniyah Milawati Milawati Mintasih Indriayu Mintasih Indriayu Mintasih Indriayu, Mintasih MUCHSINAN, KUN Mursyidah, Indah Lutfiatul N., Tiara Sevi Novianti, Idha Nurhayati, Emy Nuryanto, Edi Oktaf Winda Wanodya Utama Oktaviana, Dwi Livia Paillin, Bongga Pismia Sylvi Purwanti PURWANTI PURWANTI Retno Winarni Retno Winarni Retno Winarni Ridlo, Zainur Rasyid S Sukidin Safiati, Okti Anis Sembiring, Gorky Sendi Ramdhani Siti Aminah Siti Subuh Hemi Sri Tresnaningsih Sri Tresnaningsih Sri Tresnaningsih Sucipto Sucipto Sudilah Sudilah Sudilah, Sudilah Sukarno Sulistiyono Sulistiyono Sunardi Sunardi Sunardi Sunardi Sunardi Sunardi, Sunardi Suparti Supeno Suratno Suratno Tatag Eko Yuli Siswono Tatag Yuli Eko Siswono Titin Agustin Ulul Azmi Ulul Azmi Usman, Moh. Uzer Uswatun Hasanah Wiryanto Wiryanto Wiryanto Wiryanto Wiwik Andriani Wiwik Andriani Yumiati Yuniati, Yesi

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