APPLICATION OF FLIPPED CLASSROOM LEARNING MODELS WITH PEER INSTRUCTION FLIPPED TYPE TO IMPROVE THE MATHEMATICAL PROBLEMS SOLVING ABILITY OF PRE-PROSPEROUS STUDENTS

Angra Meta Ruswana(1*),

(1) Universitas Galuh
(*) Corresponding Author




DOI: https://doi.org/10.26858/jds.v7i2.9814

Abstract


This research was motivated by the low mathematical problem solving abilities. The aims of this research are to examine and describe the differences between pre-prosperous students who used flipped classroom learning models with peer instruction flipped type  and pre-prosperous students who used conventional learning in the improvement of students’ mathematical problem solving abilities. This research was conducted in class XI of SMK Taruna Bangsa, Ciamis. The research used  Quasi-Experiment method by using instrument in the form of mathematical problem solving ability test to obtain the research data. Data analysis was conducted on normalized gain of two sample groups by using the normalized gain difference test. The result showed there were the differences between pre-prosporous students who used flipped classroom learning model with peer instruction flipped type and students who used conventional learning in the improvement of students’ mathematical problem solving abilities

Keywords


Flipped Classroom Learning Models with Peer Instruction Flipped Type, Mathematical Problem Solving Ability

Full Text:

PDF

References


Bergmann, Jonathan and Aaron Sams. (2012). Flip Your Classroom : Reach Every Student in Every Class Every Day. United States : The International Society For Technology In Education.

Carl R., dkk. (2017). The Flipped Classroom Practice and Practices in Higher Educations. Singapore: Springer Nature Singapore.

Departemen Pendidikan Nasional. (2006). Kurikulum Tingkat Satuan Pendidikan. Jakarta: Pusat Kurikulum Balitbang Depdiknas.

Fulton, Kathleen P. (2012). 10 reasons to flip, The Phi Delta Kappan, Vol. 94, No.2 (October 2012), pp. 20-24.

Gunyou, John. (2015). I Flipped My Classroom: One Teacher’s Quest to Remain Relevant, Journal of Public Affairs Education, Vol. 21, No. 1 (WINTER 2015), pp. 13-24.Mazur, Eric. (1997). Peer Instruction: A User’s Manual. New Jersey : Prentice Hall.

Hake, R.R. (2002). Relationship of Individual Student Normalized Learning Gains In Mechanics With Gender, High-School Physics, and Pretest Scores on Mathematics and Spatial Visualization. Department of Physics, Indiana University. Submit to the Physics Education Research Conference; Boise, Idaho; August 2002. [Online]. Tersedia: http://www.arxiv.org and also as ref. 22 at www.physics.indiana.edu/~hake/

Hudojo, H. (2002). Representasi Belajar Berbasis Masalah. Prosiding Konferensi Nasional Matematika XI, Edisi Khusus.

Hudojo, H. (2003). Pengembangan Kurikulum dan Pembelajaran Matematika. Malang: Universitas Negeri Malang.

Kusumah, Y. S. (2008). Konsep, Pengembangan, dan Implementasi Computer-Based Learning dalam Peningkatan Kemampuan High-OrderMathematical Thinking. Pidato pengukuhan Guru Besar dalamPendidikan Matematika Universitas Pendidikan Indonesia tanggal 23 Oktober 2008. Bandung: UPI PRESS.

Meltzer, D.E (2002). The Relationship between mathemathics Preparation and Conceptual Leaarning Gain in Physics: A Possible “Hidden Variabel” in Diagnostics Pretest Scores. In American Journal of Physics. [Online]. Vol. 70. Page (12) 1259-1268. Tersedia: http://www.physics.iastate.edu/per/docs/AJP-Des-2002-Vol.70-1259-1268.pdf. [15 Maret 2019]

Nasution, S. (1987). Berbagai Pendekatan dalam Proses Belajar Mengajar. Jakarta: Bina Aksara.

National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM.

Polya, G. (1973). How to Solve It, a New Aspect of Mathematical Method. New Jersey: Princeton University Press.

Ruseffendi, E.T. (2005). Dasar-dasar Penelitian Pendidikan dan Bidang Noneksakta Lainnya.. Bandung: Tarsito.

Ruseffendi, E.T. (2006). Pengantar Kepada Membantu Guru Mengembangkan Kompetensinya Dalam Pengajaran Matematika Untuk Meningkatkan CBSA. Bandung:tarsito.

Stelee, Kevin M. The Flipped Classroom : Cuting-Edge, Practical Strategies to Succesfully “Flip” Your Classroom,, 2016, h. 2, (http://www.kevinmsteele.com/ the_flipped_classroom_-_ice.pdf)

Sugiyono. (2013). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R&D). Bandung: Alfabeta.

Sumarmo, U. (2010). Pendidikan Karakter, Berpikir dan Disposisi Logis, Kritis, dan Kreatif dalam Pembelajaran Matematika. Makalah pada perkuliahan Evaluasi Matematika 2011 SPS UPI: Tidak Diterbitkan.

Wardhani, S. (2010). Implikasi Karakteristik Matematika dalam Pencapaian Tujuan Mata Pelajaran Matematika di SMP/MTs. Yogyakarta: Depdiknas PPPPTK


Article Metrics

Abstract view : 47 times | PDF view : 10 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Angra Meta Ruswana

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

----------------------------------------------------------------------------------------------------------------------------------------------------

Publisher:

Master Program of Mathematics Education

Graduate Program of Universitas Negeri Makassar

[email protected]

-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Daya Matematis: Jurnal Inovasi Pendidikan Matematika Indexed by:

 

 

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License..

View My Stats