PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP NEGERI 230 JAKARTA

RITA RISDAYANTI, . (2022) PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP NEGERI 230 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Tujuan dari penelitian ini adalah untuk menilai apakah penggunaan model pembelajaran Flipped Classroom memiliki pengaruh terhadap kemampuan pemecahan masalah matematis siswa. Posttest-Only Control Group Design berperan sebagai desain penelitian ini dan metode penelitian yang dipergunakan adalah eksperimen semu atau quasi experiment. Penelitian dilakukan pada kelas VIII SMP Negeri 230 Jakarta. Purposive sampling dan simple random sampling adalah dua teknik yang digunakan untuk mengambil sampel pada penelitian ini. Dua kelas yang diambil sebagai sampel berasal dari distribusi normal, memiliki varians homogen, dan memiliki kemampuan rata-rata awal yang kurang lebih sama. Instrumen tes yang digunakan pada penelitian ini berisi 4 soal essay dimana di dalamnya terkandung indikator kemampuan pemecahan masalah matematis yang sudah divalidasi oleh tiga validator. Uji-t dilaksanakan pada taraf signifikansi α=0,05 guna menguji hipotesis statistik dan diperoleh nilai t_hitung=5,30255>t_tabel=1,665 sehingga H_0 ditolak. Kesimpulan yang terkandung dari hasil tersebut menunjukkan bahwa rata-rata kemampuan pemecahan masalah matematis siswa yang menggunakan Flipped Classroom lebih tinggi dibandingkan siswa yang menggunakan model pembelajaran konvensional. Oleh karena itu, terdapat adanya dampak positif yang signifikan dari pelaksanaan model pembelajaran Flipped Classroom terhadap kemampuan pemecahan masalah matematis siswa SMP Negeri 230 Jakarta. Selain itu, besar pengaruh yang terjadi yang diuji dengan Cohen’s Effect Size yaitu 1,185685 atau 86% yang termasuk dalam golongan berpengaruh besar. This research was conducted with the intention of determining whether or not the implementation of the Flipped Classroom learning paradigm had an impact on the mathematical problem-solving ability of pupils. This research was conducted using the quasi-experimental research method, and the design of the study was a Posttest-Only Control Group Design. The research was carried out in the eighth grade at SMP Negeri 230 in Jakarta. Samples were taken in this investigation using a couple of different methods, including both purposive sampling and simple random sampling. Two classes from which a sample was selected originates from a normal distribution, has a homogenous variance, and nearly the same beginning mean ability as the other class. The research instrument that was employed was a test instrument, and it consisted of four questions about descriptions that have been validated by three validators. These questions contained markers of the capacity to solve mathematical problems. It was determined by the use of a t-test with a significance level of =0.05 and the value of t_count=5,30255>t_table=1,665 that the null hypothesis H_0 could not be supported statistically. The conclusions contained from these results indicate that the average mathematical problem solving ability of students who use Flipped Classroom is higher than students who use conventional learning models. Therefore, there is a significant positive impact from the implementation of the Flipped Classroom learning model on the mathematical problem solving abilities of the students of SMP Negeri 230 Jakarta. Also, the Cohen's Effect Size test was used to figure out how big the effect was. The results were 1.185685, which is in the large category with an influence percentage of 86%.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Ellis Salsabila, M.Si ; 2). Dwi Antari Wijayanti, M.Pd
Subjects:	Sains > Matematika
Divisions:	FMIPA > S1 Pendidikan Matematika
Depositing User:	Users 14954 not found.
Date Deposited:	30 Aug 2022 02:37
Last Modified:	30 Aug 2022 02:37
URI:	http://repository.unj.ac.id/id/eprint/33637

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