Electronic Theses and Dissertation

Kemampuan yang didapat peserta didik setelah mempelajari matematika disebut hasil belajar matematika, salah satunya ialah kemampuan kognitif. Rendahnya kemampuan kognitif mempengaruhi hasil belajar peserta didik dan permasalahan tersebut harus diatasi guru. Tujuan penelitian ini untuk mengamati perbedaan peningkatan hasil belajar antara peserta didik yang mengimplementasikan model flipped classroom dan tidak mengimplementasikan model tersebut pada pembelajaran matematika. Pendekatan yang dipakai yaitu Kuantitatif dengan jenis rancangan Quasi-experiment dan desain Non-equivalent (pre-test and post-test) control group. Populasi yaitu peserta didik kelas VIII SMPN 8 Banda Aceh, sampel yang dipilih yaitu kelas eksperimen (VIII-2) dan kelas kontrol (VIII-6) secara simple random sampling. Instrumen penelitian melibatkan instrumen utama dan instrumen pendukung. Instrumen utama berupa soal tes Teorema Pythagoras, sedangkan instrumen pendukung meliputi Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Peserta Didik (LKPD) dan video pembelajaran. Teknik pengumpulan data memanfaatkan dua tes (pre-test dan post-test). Teknik analisis data dilakukan uji-t pada taraf signifikansi 5% dari nilai N-Gain untuk mengamati adanya perbedaan peningkatan hasil belajar matematika peserta didik di dua kelas, sesudah prasyarat pengujian terpenuhi. Hasil penelitian mengungkapkan bahwa: 1) Meningkatnya hasil belajar matematika peserta didik lebih baik saat memakai model flipped classroom daripada tidak memakai model tersebut; 2) Hasil belajar kelas eksperimen mendapat peningkatan di kategori tinggi sedangkan kelas kontrol di kategori sedang.

Cognitive ability is one of the mathematics learning outcomes. The low cognitive ability affects student learning outcomes, and teachers must overcome these problems. The purpose of this study was to observe the differences in the improvement of learning outcomes between students who implemented the flipped classroom model and did not implement the model in mathematics learning. This study applies a quantitative approach with a quasi-experimental design and a non-equivalent (pre-test and post-test) control group design. The population is class VIII students of SMPN 8 Banda Aceh, the samples selected are the experimental class (VIII-2) and the control class (VIII-6) by simple random sampling. The research instrument involves the main instrument and supporting instruments. The main instrument is the Pythagorean Theorem test, while the supporting instruments include lesson plans, student Worksheets, and learning videos. The data were collected through pre-test and post-test. The data analysis was carried out by t-test to observe the difference in the improvement of students' mathematics learning outcomes in the two classes. The results of the study revealed that: 1) The increase in students' mathematics learning outcomes was better when using the flipped classroom model than not using the model; 2) The increase in learning outcomes of the experimental class was in the high category while it was in the medium category for the control class.