Penerapan Model Pembejaran Flipped Classroom Untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa Kelas VIII di MTsN 4 Tanah Datar
Keywords:
Flipped Classroom Learning Model, Mathematical Concept Understanding SkillsAbstract
The main problem of this research is the low mathematical conceptual understanding of eighth-grade students at MTsN 4 Tanah Datar in mathematics learning. This can be seen from observations and the results of the final summative exam of even-semester seventh-grade students in the 2024/2025 academic year. The purpose of this study was to determine whether students' mathematical conceptual understanding using the Flipped Classroom model is better than students' mathematical conceptual understanding using conventional learning.The type of research used by the researcher was a Quasi-Experimental with a Randomized Control Group Only Design. The research method used was quantitative. The population in this study were all eighth-grade students at MTsN 4 Tanah Datar in the 2024/2025 academic year. Class sampling was carried out using the Simple Random Sampling technique, with class VIII C as the experimental class and class VIII A as the control class. The instrument used in this study was a mathematical conceptual understanding test. The data were obtained from the results of the mathematical concept comprehension test. The data analysis used a t-test.The results showed that the average score for students in the experimental class was 72.5, while the average score for the control class was 55.2. Using α = 0.05, the calculated t (4.53183) was greater than the t (table) (1.645), thus rejecting H0. This suggests that students' mathematical co’ncept comprehension skills using the Flipped Classroom learning model are better than those using conventional learning in grade VIII MTsN 4 Tanah Datar.
References
Aledya, V. (2019). Kemampuan Pemahaman Konsep Matematis Pada Siswa. Jurnal Pendidikan Matematika, 3(2). 1-7
Azizu, B. Y. (2015). Tujuan Besar Pendidikan Adalah Tindakan. Prosiding Ks: Riset & PKM, 2(2), 147-300.
Bergmann, J., & Sams, A.(2012). Flip Your Classroom: Reach Every Student in Every Class DC: International Society for Technology in Education.
Danker, B. (2015).Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms.
Hasanuddin, C., Fitrianingsih, A. (2018). Flipped Classroom using screencast-omatic apps in teaching reading skill in indonesian language. Internasional Journal of Pedagofy and Teacher Education (IJPTE) 2, 151-158
Kesumawati, N. (2008). Pemahaman Konsep Matematik dalam Pembelajaran Matematika. Jurnal Matematika dan Pendidikan Matematika, 1(8). 229- 235.
Mawaddah, S., & Maryanti, R. (2016). Kemampuan Pemahaman Konsep Matematis Siswa SMP dalam Pembelajaran Menggunakan Model Penemuan Terbimbing (Discovery Learning). EDU-MAT: Jurnal Pendidikan Matematika, 4(1), 76–85. https://doi.org/10.20527/edumat.v4i1.2292
M. Eko Arif Saputra, Mujib, Efektivitas Model Flipped Classroom Menggunakan Video Pembelajaran Matematika terhadap Pemahaman Konsep, Universitas Islam Negeri Raden Intan Lampung (Mei, 2018)
Mukhayat, A., Noer, S.H., & Sutiarso, S. (2024). kemampuan komunikasi dan pemahaman konsep matematis melalui model flipped classroom berbantuan media pembelajaran. Indiktika: Jurnal Inovasi Pendidikan Matematika, 6(1), 162-172 https://doi.org/https://doi.org/10.31851/indiktika.v6i2.15034.
Sugiyono. (2018). Metode Penelitian Kuantitatif. Bandung: Alfabeta
Widya, A. (2020). Model Pembelajaran Flipped Classroom Sebagai Pembelajaran Inovatif Abad 21. Jurnal Pendidikan Dasar, 5(1). 49-55.
