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Nanang Priatna

Universitas Pendidikan Indonesia

Author-ID : 347073

Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Integrasi Nilai-Nilai Karakter Matematika melalui Pembelajaran Kontekstual Maryati, Iyam; Priatna, Nanang
Mosharafa: Jurnal Pendidikan Matematika Vol. 6 No. 3 (2017): September
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v6i3.456

Pendidikan karakter merupakan upaya untuk meningkatkan kualitas proses dan hasil pembelajaran yang mengarah kepada pembentukan karakter peserta didik dengan menitiberatkan pada keteladanan, pembiasaan, dan penciptaan lingkungan yaang kondusif. Bertujuan untuk menanamkan nilai-nilai karakter matematika seperti jujur, demokrasi, bertanggungjawab, mandiri, disiplin, kerja keras, kreatif, dan rasa ingin tahu. Nilai-nilai karakter yang dikembangkan dalam pembelajaran matematika tetap harus berlandaskan pada nilai-nilai universal. Pengintegrasian nilai-nilai pendidikan karakter dapat ditempuh dengan langkah-langkah : a) Menggunakan nilai-nilai budaya dan karakter yang memperlihatkan keterkaitan antara Kompetensi Inti dan Kompetensi Dasar dengan nilai dan indikator untuk menentukan nilai yang akan dikembangkan; b) Mencantumkan nilai-nilai budaya dan karakter itu ke dalam silabus; c) Mencantumkan nilai-nilai yang sudah tertera pada silabus ke dalam Rencana Pelaksanaan Pembelajaran; d) Mengembangkan proses pembelajaran peserta didik secara aktif yang memungkinkan peserta didik memiliki kesempatan melakukan internalisasi nilai dan menunjukkannya dalam perilaku yang sesuai; e) Memberikan bantuan kepada peserta didik, baik yang mengalami kesulitan untuk menginternalisasi nilai maupun untuk menunjukkannya dalam perilaku. Oleh karena itu diharapkan setiap peserta didik mampu menginternalisasikan nilai-nilai tersebut ke dalam tingkah laku kehidupan sehari-hari melalui proses pembelajaran, baik di dalam kelas maupun di luar kelas. Pembelajaran yang dapat menginternalisasikan nilai-nilai tersebut adalah pembelajaran kontekstual yang membantu guru dalam memotivasi siswa untuk mengaitkan pengetahuan yang dipelajarinya dengan kehidupan sehari-hari. Karakter apa sajakah yang dapat dikembangkan pada mata pelajaran matematika? Dan model pembelajaran apa yang dapat diterapkan untuk mengembangkan karakter matematika? Dengan menggunakan metode penelusuran literatur, artikel ini menyajikan tentang integrasi nilai-nilai karakter dalam mata pelajaran matematika melalui model pembelajaran kontekstual. Character education is an effort to improve the quality of process and learning outcomes that lead to the formation of the character of learners by focusing on exemplary, habituation, and the creation of a conducive environment. Aims to inculcate the values of mathematical characters such as honest, democratic, responsible, independent, disciplined, hard work, creative, and curiosity. The character values developed in mathematics learning must still be based on universal values. Integrating character education values can be pursued by the following steps: a) Using cultural values and characters that show the linkage between Core Competence and Basic Competence with values and indicators to determine the value to be developed; b) Include the cultural and character values into the syllabus; c) Include the values listed in the syllabus into the Lesson Plans; d) Develop an active learning process of learners that enable learners to have opportunities to internalize values and demonstrate them in appropriate behaviors; e) Provide assistance to learners, whether it is difficult to internalize the value or to show it in behavior. Therefore, it is expected that every student can internalize these values into the behavior of everyday life through the learning process, both in the classroom and outside the classroom. Learning that can internalize these values is contextual learning that helps teachers in motivating students to relate knowledge learned to everyday life. What are the characteristics that can be developed on math subjects? And what learning model can be applied to develop math character? Using the literature search method, this article presents the integration of character values in mathematics subjects through a contextual learning model.

Students' Computational Thinking Ability in Calculating an Area Using The Limit of Riemann Sum Approach Junaeti, Enjun; Herman, Tatang; Priatna, Nanang; Dasari, Dadan; Juandi, Dadang
Mosharafa: Jurnal Pendidikan Matematika Vol. 12 No. 2 (2023): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v12i2.778

Melatih kemampuan berpikir komputasional mahasiswa membuka peluang untuk lebih menguasi konsep, menganalisis permasalahan, dan membangun solusi dunia nyata. Tujuan penelitian adalah menganalisis kemampuan berpikir komputational mahasiswa Pendidikan Ilmu Komputer berupa kemampuan abstraksi, dekomposisi, berpikir algoritmik, dan generalisasi. Metode penelitian yaitu studi kasus dengan pendekatan kualitatif deskriptif. Pembelajaran dilakukan kepada 40 mahasiswa semester 1 (satu) secara kolaboratif dalam penyelesaian masalah luas daerah dengan pendekatan limit. Pada akhir pembelajaran mahasiswa diberikan soal tes kemampuan berpikir komputasional mahasiswa. Jawaban tes setiap mahasiswa dianalisis dari segi sisi fungsi mental yang muncul untuk mengetahui karakteristik akusisi kemampuan penyelesaian masalah. Pada penelitian yang telah dilakukan mahasiswa dikategorikan dalam kelompok novice, advanced beginner, competent, proficient, dan expert berdasarkan karakter penyelesaian masalahnya. Pada umumnya setiap mahasiswa telah memiliki kemampuan berpikir algoritmik. Sebagian besar mahasiswa (kecuali kategori novice) juga telah mampu mengabstraksi dan mendekomposisi permasalahan. Sedangkan kemampuan pengenalan pola baru terlihat pada mahasiswa dengan kategori competent, proficient, dan expert. Training students' computational thinking ability provides opportunities to comprehend concepts, analyse problems, and build solutions in real-life contexts. The purpose of the study was to analyse the computational thinking abilities of Computer Science Education students, i.e., abstraction, decomposition, algorithmic thinking, and generalization abilities. The research method used was a case study with a descriptive qualitative approach. The learning process was conducted by 40 students for semester 1 (one) semester collaboratively in solving area problems using the limit approach. At the end of the lesson, the students were tested through students' computational thinking abilities. Each student's answers were analyzed in terms of the mental functions that emerged to determine the characteristics of the acquisition of problem-solving ability. In this study, the students were categorized into groups of novices, advanced beginner, competent, professional, and expert based on the natures of their problem solving. In general, every student had the ability to think algorithmically. Most students (except the novice category) were able to abstract and unravel the problems. Meanwhile, the ability to recognize new patterns were demonstrated by the students in the competent, professional, and expert categories.

IMPLEMENTASI PBL DAN RME PADA MATERI STATISTIKA: DAMPAKNYA TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS SISWA Puteri, Alycia Rahmah Kamilah; Priatna, Nanang
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 16 No. 2: Desember 2024
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/sigma.v16i2.15021

Penelitian ini bertujuan untuk menganalisis dampak dari Model Pembelajaran Problem-Based Learning (PBL) dan Pendekatan Realistic Mathematics Education (RME) terhadap kemampuan representasi matematis siswa pada materi statistika di Indonesia. Kemampuan representasi matematis dianggap sebagai keterampilan esensial yang memungkinkan siswa untuk mengkomunikasikan dan memodelkan gagasan matematis dengan cara-cara yang beragam, termasuk verbal, visual, dan simbolik. Metode penelitian ini adalah kualitatif deskriptif dengan melibatkan 30 siswa kelas VIII sebagai subjek penelitian. Data dikumpulkan melalui tes tertulis dan wawancara, yang kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa PBL dan RME berdampak positif terhadap kemampuan representasi matematis siswa. Siswa yang terlibat dalam pembelajaran berbasis masalah mampu menghasilkan representasi visual, simbolik, dan verbal dengan baik. Meskipun demikian, beberapa siswa masih mengalami kesulitan dalam beberapa aspek, seperti kesalahan dalam proses pembulatan nilai atau kesulitan dalam memberikan kesimpulan yang tepat. Penerapan Model Pembelajaran PBL dan Pendekatan RME dapat dianggap efektif dalam meningkatkan literasi matematis siswa. Rekomendasi dari penelitian ini adalah untuk mengintegrasikan PBL dan RME ke dalam kurikulum matematika sekolah sebagai upaya untuk meningkatkan kemampuan representasi matematis siswa secara menyeluruh.

Dampak Gaya Belajar dalam Menyelesaikan Soal Matematika Divergen yang Memuat Indikator Kemampuan Representasi Matematis Saputra, Andari; Dasari, Dadan; Priatna, Nanang
SAP (Susunan Artikel Pendidikan) Vol 9, No 2 (2024)
Publisher : Universitas Indraprasta PGRI Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sap.v9i2.23592

Each student represents mathematical concepts uniquely. Therefore, this study aims to investigate how variations in students' learning styles impact their ability to solve divergent problems that measure their capacity in mathematical representation. This study utilized a one-way ANOVA test and quantitative methodology. A total of 23 eighth-grade students from one of the junior high schools in Bandung were sampled. They were selected on Tuesday, April 30, 2024, from 94 eighth-grade students using a simple random sampling technique. Learning style questionnaires and mathematical representation ability tests with divergent geometry and linear equation problems were used to collect data. The results showed that learning style, at the 5% significance level, affected symbolic mathematical representation ability yet it did not affect verbal or visual mathematical representation ability. Students with visual learning styles performed best when answering problems using symbolic mathematical representation ability, based on further investigation using post hoc tests.

Pembelajaran Berbantuan Aplikasi Graspable Math pada Materi SPLDV untuk Melatih Pemahaman Matematis Siswa Taofik, Agna Ilma; Priatna, Nanang
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 7 No. 2 (2022)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2022.7.2.167-179

This study aims to describe the use of Graspable Math learning media in the material of the Two-Variable Linear Equation System (SPLDV) to train mathematical understanding skills. This study was conducted on 8th-grade students with as many as six people as subjects using a qualitative methodology. The instruments used were math comprehension test sheets and interview guidelines. The results of this study show that the Graspable Math application can be used as a practical medium for students' mathematics learning. This implies that the use of the Graspable Math application on SPLDV material at the junior high school level can help students' understanding of mathematics, especially in algebraic material which includes operations and substitution between tribes

Analysis of students’ mathematical communication skills in web-based geometry in space and plane learning Priatna, Nanang; Muchlis, Effie Efrida; Maizora, Syafdi
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i4.17498

Mathematical communication skill in amathematics learning process isa basic skill that must be possessed by students in developing the ability to think, reason, and solve problems. Especially in virtual learning, both online learning and blended learning, teachersmust be able to conductlearning that built students' mathematical communication skills. Implementing web-based geometry in space and plane learning can be an alternative for forming mathematical communication skillswith the aidof technology in today's virtual learning environment. This research aimed to examine 1) how web-based geometry in space and plane learning is implemented, 2) how students' mathematical communication skills are builtthrough web-based geometry in space and plane learning, and 3) what learning alternatives need improvement to optimize students' mathematical communication skills. This research used a qualitative method with instruments in the form of lecturer activity observation sheet, student activity observation sheet, interview guide,and mathematical communication skillstest. Data were collected through observation of learning implementation, mathematical communication skills testing, and interviews based on the test results. The data were analyzed with a descriptive technique.The results showed that 1) web-based geometry in space and field learning can be implemented by exploring with concept discussion on the activity pages, 2)web-based geometry in space and plane learning couldhelp students explore ideas throughoutthe students' mathematical communication skills formation process, and 3) the learning could be improved by developing an HLT (hypothetical learning trajectory) using technology to develop a higher level of mathematical thinking ability.

Development of a Microlearning-based e-Module to Improve Seventh-Grade Students' Understanding of Triangle and Quadrilateral Marpaung, Cichi Farhan Syahmar; Priatna, Nanang; Suhendra, Suhendra
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Understanding concepts in learning mathematics, especially triangles and quadrilaterals, is crucial. However, students often struggle with this material due to invalid and impractical teaching resources. This research aimed to develop valid and practical microlearning-based e-modules using a 3-D research model to improve students' understanding of triangles and quadrilaterals. Conducted at a junior high school in Sei Suka, Batu Bara Regency, North Sumatra Province, data were collected through interviews and questionnaires, utilizing instruments such as interview guides, expert validation sheets, and practicality test questionnaires. Data analysis included qualitative methods to reduce interview data and quantitative likert scale calculations. The developed e-modules were rated very valid by media and material experts and very practical by teachers. Testing on students showed that e-modules were quite practical on a small scale and very practical on a large scale. The effectiveness test revealed a significant improvement in students' understanding, with a gain score of 0.79, categorized as high. These results confirm that the microlearning-based e-module is valid, practical, and effective in enhancing students' understanding of triangles and quadrilaterals. Keywords: E-modul, microlearning, triangle and quadrilateral. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1244-1258

Analyzing Cognitive Styles and Spatial Abilities in Geometry Transformations through the Problem-Based Learning Approach Syahbudin, Fauzan; Priatna, Nanang; Yulianti, Kartika
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Analyzing Cognitive Styles and Spatial Ability in Geometry Transformations Learning through PBL Approach. Objective: This study aims to investigate the spatial abilities of grade IX junior high school students using the Problem- Based Learning (PBL) approach, considering their cognitive styles: Field Independent (FI) and Field Dependent (FD). Methods: Using a descriptive qualitative approach, six students were selected based on their cognitive styles and spatial ability. Data were collected through spatial ability tests, interviews, and classroom observations. Findings: The findings highlight notable differences in spatial abilities between FI and FD students. FI students displayed strengths in spatial visualization, perception, and orientation, excelling in tasks that required analytical problem-solving and independent work. However, they faced challenges in mental rotation and proportional scaling during dilation, often struggling with complex transformations due to limited exposure and insufficient time management. FD students performed better in structured tasks, particularly spatial perception and orientation, benefiting from guided instructions and peer support. Nevertheless, FD students encountered significant difficulties in mental rotation and spatial relations, particularly in tasks requiring independent conceptual understanding. Group dynamics played a crucial role in the effectiveness of PBL. Balanced groups, consisting of both cognitive styles, fostered collaboration and improved learning outcomes. In contrast, homogeneous or imbalanced groups often resulted in reduced engagement and lower performance.Conclusion: This study underscores the necessity of adapting PBL strategies to align with the distinct needs of cognitive styles. FI students thrive with opportunities for independent exploration and structured individual feedback, while FD students require collaborative, guided discussions and supportive group settings. By integrating differentiated instructional strategies, educators can optimize spatial ability development and ensure equitable learning opportunities for all students. These insights provide a framework for enhancing geometry education through targeted, inclusive approaches. Keywords: cognitive styles, field dependent, field independent, problem-based learning, spatial ability.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024144

Self-Efficacy in the context of learning strategies: A systematic literature review Rosiyanti, Hastri; Priatna, Nanang; Turmudi
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 01 (2025): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i01.44097

Self-efficacy is a crucial psychological factor influencing student success, particularly within effective learning strategies. Confidence in one’s abilities affects motivation, engagement, self-regulation, and academic achievement. This research aims to explore the distribution of education types in learning strategies across various countries, investigate key points of self-efficacy in education, define its main categories, and analyze research subject distribution in educational studies. The research methodology used is a systematic literature review (SLR), following PRISMA guidelines and using data from the Scopus database. Of the 40 articles, 16 were selected for further analysis. The findings show that most studies focus on higher education, while primary and secondary education receive less attention. Research is concentrated in countries like Malaysia, Turkey, and Iran. Key results reveal two main categories of self-efficacy: general beliefs and contextual-situational beliefs. The conclusion highlights the need for learning strategies supporting self-efficacy across all educational levels to enhance student learning outcomes.

Kemampuan Literasi Matematis Siswa dalam Menyelesaikan Soal Matematika Berbasis PISA di Masa Pandemi Covid-19 Atiyah, Khairini; Priatna, Nanang
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 7 No 1: Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 7 Nomor 1 Tahun 2023
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v7i1.1648

Penelitian ini bertujuan untuk mengetahui kemampuan literasi matematis siswa dalam menyelesaikan soal matematika berbasis PISA konten change and relationship di masa covid-19 serta mendeskripsikan kesalahan yang dialami siswa dalam menyelesaikan soal berdasarkan Fong’s Schematic Model. Metode yang digunakan adalah metode pendekatan kualitatif bersifat deskriptif. Penelitian diikuti oleh 30 siswa kelas VII-1 SMPN di Langkat.3 sampel dipilih dimana terdiri dari 3 subjek yaitu satu subjek mewakili kemampuan literasi matematis tinggi, satu subjek mewakili kemampuan literasi matematis sedang, serta satu subjek mewakili kemampuan literasi matematis rendah untuk kemudian dilakukan wawancara. Instrumen penelitian yang digunakan yaitu tes literasi matematis dan wawancara semi terstruktur. Teknik analisis data yang digunakan adalah tahapan Miles dan Huberman. Hasil penelitian menunjukkan bahwa kemampuan literasi matematis siswa masih tergolong pada kategori sedang hingga rendah. Selanjutnya kesalahan siswa dianalisis dengan metode Fong’s schematic model untuk mencari kesalahan tahap II kategori E1, E3 dan E4. Dari hasil analisis dan wawancara pada siswa, penyebab siswa melakukan kesalahan yaitu belum menguasai langkah-langkah penyelesaian, tidak menuliskan yang diketahui dan ditanyakan, salah menuliskan symbol, tidak menulis kesimpulan, serta salah dalam memaknai soal kedalam bentuk kalimat matematika.

Co-Authors Aan Subhan P Adirakasiwi, Alpha Aflich Yusnita Fitrianna Agna Ilma Taofik Agung Wicaksono Agustyani, Anggit Reviana Dewi Aisyah Rahmayantri Akash Satish Kumar Alfi Syahraini Al’atif, Afroh Mahfudoh Anggareni, Peni Arif Muchyidin Arif Muchyidin Atika Defita Sari Atiyah, Khairini Aulia Adytia Putri Avip Priatna, Bambang Avip, Bambang Azzahra Lady Ashel Balkist, Pujia Bambang Avip bambang avip Priatna Bambang Avip Priatna Martadiputra cakrawala Benny Wahyudi Bill Chairy Rizki Bustaren Dadan Dasari Dadang Juandi Dadang Juandi Darhim Darhim Dendy Maulana Gusmawan Dewi Ranti Diana Ayu Wulandari Didi Suryadi Dita Oktavihari Dwina Saptiani EfridaMuchlis, Effie Enjun Junaeti Fadilla Hidayatulloh, Natasya Fajriyati, Shanti Nur Fatimah, Siti Fatmiyati, Novita Fauziyyah, Farah Fitria Nurulaeni Fitria, Wenny Fitriana Eka Chandra Frena Fardillah Gee, Efrata Gusmawan, Dendy Maulana Hadi Hadi Hanifa Dina Aulia Dewi Umbara Hastri Rosiyanti Herizal Herizal Herizal Herizal Herizal Hernani Kilkoda Husni, Niakmatul Iffa Hanifah Rahman Iik Nurhikmayati, Iik Indriani, Ulfa Dwi Intan Susilawati IYAM MARYATI Iyam Maryati Jarnawi Afgani Dahlan Jasmine Salsabila Lutfi Jihe Chen Kadarisma, Gida Kadir, Kamaliyah Karina Yulianti Kartika Yulianti Kertayasa, I Ketut Khairini Atiyah Khairunnisa Khairunnisa Kintan Tyara Augie Kusnandi Kusnandi Kusnandi, Kusnandi Laia, Harun Onesimus Laila, Alya Nur Najmi Laili Rahmawati Lethulur, Nelma Dortje Lina Nurhayati Lorenzia, Silviana Ayu Lutfi, Jasmine Salsabila M Fikri Hamdani M., Bambang Avip Priatna Makdar Anwar Marpaung, Cichi Farhan Syahmar Minasyan, Sona Muchamad Subali Noto Muchlis, Effie Efrida Muchlis, Effie Efrida Muchyidin, Arif Muhaimin, Lukman Hakim Muhammad Sazali Mulyati Mustika Sari, Rika Mursidah Mursidah Mursidah, Mursidah Nasir, Norma Nelma Dortje Lethulur Novia Rahmi Novita Fatmiyati Nurdiyah Kurniati Nurjanah Nurjanah, Nurjanah Nurmala Setianing Putri Nurwita, Faizah Oktavihari, Dita Pahmi, Samsul Pieter Zakarias Tupamahu Puteri, Alycia Rahmah Kamilah Putri Wahyuni Putri, Aulia Adytia Raisatunnisa Raisatunnisa Ratu Sarah Fauziah Iskandar Rika Mulyati Mustika Sari Rivani Adistia Dewi Rizky Rosjanuardi Rudi Susilana, Rudi Rusman Saleh Nugraha Haryadin Saputra, Andari Saputra, Andari Sholikhakh, Rizqi Amaliyakh Sholikhakh Sindi Amelia Siti Dian Anugrah Siti Fatimah Sitti Nur Astuti S. Sufyani Prabawanto, Sufyani Sugama Maskar Sugiman Sugiman Suhendra, S Sukma, Yovika Sumanang Muhtar Gozali Sumaryanta Sumaryanta Susilawati, Intan Syafdi Maizora Syahbudin, Fauzan Syifa Mardliyah Taofik, Agna Ilma Tatang Herman, Tatang TATI NURHAYATI Trisonia Fitria Turmudi Ulfa Dwi Indriani Ulfa, Nadia Vipi Alvyanita Virliani, Viera Wahyudin Wahyudin Wahyudin Wenny Fitria Yaya S. Kusumah Yaya Sukjaya Kusumah Yovika Sukma Z, Yulia Rahmawati Zea Zisman Usman

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