Pengaruh Model Pembelajaran Flipped Classroom Dalam Jaringan terhadap Kemampuan Pemecahan Masalah  ditinjau dari Self Confidence Siswa Kelas X IPS SMA Negeri di Kecamatan Cempaka Putih Jakarta

Simanjuntak, Heilinda Esther; Meiliasari, Meiliasari; Ambarwati, Lukita

doi:10.21009/jrpms.051.02

Cited by 3 publications

(3 citation statements)

References 7 publications

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“…The 2021 publication on online learning (Pinontoan et al, 2021) obtained positive effects of applying flipped classrooms with the support of e-modules on statistical learning on students' reasoning abilities and entrepreneurial intentions. As reported by Simanjuntak et al (2021), the effects of using flipped classrooms in online learning contribute to improvement of mathematical problem-solving skills, especially for students who have self-confidence and there is an interaction between the two. Hasanudin et al (2020) reported that the elaboration from flipped and google classroom generates asynchronous online learning syntax, which is capable of growing self-development, especially when students take part in Indonesian language learning, students are more skillful in using the four language skills, can write, and are self-awareness for their literacy.…”

Section: Introductionmentioning

confidence: 91%

Scientific Literacy-Based Flipped Classroom Virtual Strategy for Biology Learning in the New Normal Era

Ridlo

Marina

Sapitri

et al. 2022

JPII

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Various research results concerned with flipped classrooms reported to mandate more benefits to form a positive attitude, self-efficacy, and self-regulated learning and affect students' abilities and skills. This research, which involved three studies, aims to develop a flipped classroom strategy model for virtual biology learning. The research was conducted in three high schools and the Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, at the beginning of the new normal habit of the COVID-19 pandemic. The analysis results of study 1 were applied in designing study 2, and the results of study 2 were applied to develop the model in study 3. The results showed that the flipped strategy was proven to improve skills employing information technology to benefit learning and student participation. The flipped strategy is proven to have better effects on learning outcomes and students' self-efficacy. The strategy model, arranged with asynchronous-synchronous-asynchronous in scientific literacy-based learning syntax and practiced with flipped e-learning instructions, is an ideal flipped classroom model. It is well appreciated by validators, teachers, and students and has proven to function well.

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Section: Introductionmentioning

confidence: 91%

Scientific Literacy-Based Flipped Classroom Virtual Strategy for Biology Learning in the New Normal Era

Ridlo

Marina

Sapitri

et al. 2022

JPII

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“…A meta-analysis by Edy Nurtamam (2023) also concluded that the Flipped Classroom approach consistently improves the math achievement of elementary school students (Edy Nurtamam et al, 2023). In addition, Simanjuntak (2021) conducted a study that highlighted that Flipped Learning positively affects students' mathematics performance (Simanjuntak et al, 2021). A case study by Nurkhasanah (2021) shows that the application of Flipped Classroom can increase student engagement and their understanding of mathematical concepts (Nurkhasanah, 2021).…”

Section: Introductionmentioning

confidence: 99%

Assessing the Impact of Flipped Classroom on Math Comprehension in Primary School Students

Khilmi,

Siswanto,

Purwanto

2024

jcp

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This study aims to evaluate the effectiveness of the Flipped Classroom learning model in improving the understanding of mathematical concepts in elementary school students. Using a quasi-experimental design with a pre-test and post-test nonequivalent control group design, data were collected from 50 sixth graders of an elementary school. The Flipped Classroom model is compared to conventional teaching methods, with students' understanding of mathematical concepts as dependent variables. Results showed significant improvements in both groups, signaling the positive impact of both teaching methods on student understanding. However, no significant differences were observed between the two methods. The study emphasizes the importance of considering a variety of factors, including technology skills, parental support, and cultural context, in choosing the right teaching method. While the Flipped Classroom offers an innovative approach, conventional methods remain relevant in specific contexts. Recommendations for future research include the use of larger samples and considering additional factors that affect learning outcomes. Overall, the research contributes to an understanding of effective teaching practices in basic mathematics education, providing valuable insights for educators and policymakers.

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“…The ability to solve problems is one of the higher-order thinking skills needed by students in responding to the increasingly complex challenges of life in the future (Fajri, 2017;Irawati, 2018;Hidayati, 2017;Simanjuntak, Meiliasari, & Ambarwati, 2021). Tarhadi and Pujiastuti (2006), defines problem solving as a way of thinking, analyzing, and reasoning using experience and knowledge related to the problem.…”

Section: Introductionmentioning

confidence: 99%

Application of Problem-Based Learning Model to Improve Problem Solving Ability

Rochana¹,

Wahyuniar²,

Mahdiyah³

2022

J. of Instr. Math.

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This study aims to improve the problem solving ability of class VIII junior high school students. This research was conducted after the preliminary study it was found that problem solving abilities were still relatively low. Observational shows that more than 50% of class VIII students of SMP Muhammadiyah 3 Depok have poor problem solving skills. Based on the theory put forward some expert of experts, the researchers decided to apply the problem-based learning model. This study uses classroom action research design with a target of 50% of students having a problem solving ability score above the Kriteria Ketuntasan Minimal (KKM). There are four stage of this research, namely planning, implementation, observation and reflection. The data collection technique using the test and non-test techniques. Data analysis using descriptive analysis of quantitative and qualitative analysis descriptive. From the results of the study, it was found that 77% of students had problem solving scores above the KKM. Besides that, it was found that student were able to work on the questions in a more structured manner and could better understand the questions given.

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Pengaruh Model Pembelajaran Flipped Classroom Dalam Jaringan terhadap Kemampuan Pemecahan Masalah ditinjau dari Self Confidence Siswa Kelas X IPS SMA Negeri di Kecamatan Cempaka Putih Jakarta

Cited by 3 publications

References 7 publications

Scientific Literacy-Based Flipped Classroom Virtual Strategy for Biology Learning in the New Normal Era

Scientific Literacy-Based Flipped Classroom Virtual Strategy for Biology Learning in the New Normal Era

Assessing the Impact of Flipped Classroom on Math Comprehension in Primary School Students

Application of Problem-Based Learning Model to Improve Problem Solving Ability

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