3 research outputs found
PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM BERBANTU METODE EKSPERIMEN TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN KEMANDIRIAN BELAJAR PESERTA DIDIK PADA MATERI STRUKTUR DAN FUNGSI TUMBUHAN KELAS VIII DI SMP NEGERI 36 BANDAR LAMPUNG
ABSTRAK
PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM
BERBANTU METODE EKSPERIMEN TERHADAP KEMAMPUAN
PEMECAHAN MASALAH DAN KEMANDIRIAN BELAJAR PESERTA
DIDIK PADA MATERI STRUKTUR DAN FUNGSI TUMBUHAN
KELAS VIII DI SMP NEGERI 36 BANDAR LAMPUNG
Oleh
Vira Aprilia Rosa
1811060178
Masalah yang ada dilapangan adalah kemampuan pemecahan masalah dan
kemandirian belajar peserta didik yang masih sangat rendah. Proses pembelajaran di
kelas yang masih belum berpusat pada peserta didik. Penelitian ini bertujuan untuk
mengetahui pengaruh model pembelajaran Flipped Classroom berbantu metode
eskperimen terhadap kemampuan pemecahan masalah dan kemandirian belajar peserta
didik. Metode dalam penelitian ini adalah quasi experiment. Desain penelitian yang
digunakan dalam penelitian ini adalah posttest-only control group design.Teknik
pengumpulan data menggunakan tes berbentuk uraian untuk mengukur kemampuan
pemecahan masalah dan angket untuk mengukur kemandirian belajar yang telah diuji
Validitas, reliabilitas, daya beda, dan tingkat kesukaran.
Teknik analisis data yang digunakan yaitu dengan uji normalitas, uji
homogenitas serta uji hipotesis yang digunakan adalah uji manova. Berdasarkan hasil
uji analisis manova (multivariate analysis of variance) diperoleh kesimpulan yaitu: (1)
Terdapat pengaruh model pembelajaran Flipped Classroom berbantu metode
eskperimen terhadap kemampuan pemecahan masalah peserta didik, terlihat dari uji tes
of between subjects diperoleh kemampuan pemecahan masalah sig. 0,000 < 0,05
dengan perbandingan Fhitung = 34,812 (2) Terdapat pengaruh model pembelajaran
Flipped Classroom berbantu metode eskperimen terhadap kemandirian belajar peserta
didik, terlihat dari uji tes of between subjects diperoleh kemandirian belajar sig. 0,000 <
0,05 dengan perbandingan Fhitung = 25,204 (3) Terdapat pengaruh model pembelajaran
Flipped Classroom berbantu metode eskperimen terhadap kemampuan pemecahan
masalah dan kemandirian belajar peserta didik, terlihat dari uji hipotesis dengan nilai
sig. 0,000 < 0,05.
Kata Kunci: Model Pembelajaran Flipped Classroom, Kemampuan Pemecahan
Masalah, Kemandirian Belajar
iii
ABSTRACT
PENGARUH MODEL PEMBELAJARAN FLIPPEDCLASSROOM
BERBANTU METODE EKSPERIMEN TERHADAP KEMAMPUAN
PEMECAHAN MASALAH DAN KEMANDIRIAN BELAJAR PESERTA
DIDIK PADA MATERI STRUKTUR DAN FUNGSI TUMBUHAN
KELAS VIII DI SMP NEGERI 36 BANDAR LAMPUNG
Oleh
Vira Aprilia Rosa
1811060178
The problems in the field are problem solving abilities and learning
independence of students which are still very low. The learning process in the
classroom is still not student-centered. This study aims to determine the effect of the
Flipped Classroom learning model assisted by the experimental method on the problem
solving ability and learning independence of students. The method in this study is a
quasi-experimental. The research design used in this study was a posttest-only control
group design. The data collection technique used a test in the form of a description to
measure problem solving abilities and a questionnaire to measure learning
independence that had been tested for validity, reliability, discriminating power, and
level of difficulty.
The data analysis technique used is the normality test, homogeneity test and the
hypothesis test used is the manova test. Based on the results of the manova
(multivariate analysis of variance), the conclusions are: (1) There is an effect of the
Flipped Classroom learning model assisted by the experimental method on the problem
solving ability of students, as seen from the test of between subjects, the problem
solving ability of sig. 0.000 < 0.05 with a ratio of Fcount = 34,812 (2) There is an
effect of the Flipped Classroom learning model assisted by experimental methods on
the learning independence of students, as seen from the test of between subjects
obtained learning independence sig. 0.000 < 0.05 with a comparison of Fcount =
25.204 (3) There is an effect of the Flipped Classroom learning model assisted by the
experimental method on the problem solving ability and learning independence of
students, as seen from the hypothesis test with a sig value. 0.000 < 0.05.
Keywords: Flipped Classroom Learning Model, Problem Solving Skill, Independent
Learnin
PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM BERBANTU METODE EKSPERIMEN TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN KEMANDIRIAN BELAJAR PESERTA DIDIK PADA MATERI STRUKTUR DAN FUNGSI TUMBUHAN KELAS VIII DI SMP NEGERI 36 BANDAR LAMPUNG
ABSTRAK
PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM
BERBANTU METODE EKSPERIMEN TERHADAP KEMAMPUAN
PEMECAHAN MASALAH DAN KEMANDIRIAN BELAJAR PESERTA
DIDIK PADA MATERI STRUKTUR DAN FUNGSI TUMBUHAN
KELAS VIII DI SMP NEGERI 36 BANDAR LAMPUNG
Oleh
Vira Aprilia Rosa
1811060178
Masalah yang ada dilapangan adalah kemampuan pemecahan masalah dan
kemandirian belajar peserta didik yang masih sangat rendah. Proses pembelajaran di
kelas yang masih belum berpusat pada peserta didik. Penelitian ini bertujuan untuk
mengetahui pengaruh model pembelajaran Flipped Classroom berbantu metode
eskperimen terhadap kemampuan pemecahan masalah dan kemandirian belajar peserta
didik. Metode dalam penelitian ini adalah quasi experiment. Desain penelitian yang
digunakan dalam penelitian ini adalah posttest-only control group design.Teknik
pengumpulan data menggunakan tes berbentuk uraian untuk mengukur kemampuan
pemecahan masalah dan angket untuk mengukur kemandirian belajar yang telah diuji
Validitas, reliabilitas, daya beda, dan tingkat kesukaran.
Teknik analisis data yang digunakan yaitu dengan uji normalitas, uji
homogenitas serta uji hipotesis yang digunakan adalah uji manova. Berdasarkan hasil
uji analisis manova (multivariate analysis of variance) diperoleh kesimpulan yaitu: (1)
Terdapat pengaruh model pembelajaran Flipped Classroom berbantu metode
eskperimen terhadap kemampuan pemecahan masalah peserta didik, terlihat dari uji tes
of between subjects diperoleh kemampuan pemecahan masalah sig. 0,000 < 0,05
dengan perbandingan Fhitung = 34,812 (2) Terdapat pengaruh model pembelajaran
Flipped Classroom berbantu metode eskperimen terhadap kemandirian belajar peserta
didik, terlihat dari uji tes of between subjects diperoleh kemandirian belajar sig. 0,000 <
0,05 dengan perbandingan Fhitung = 25,204 (3) Terdapat pengaruh model pembelajaran
Flipped Classroom berbantu metode eskperimen terhadap kemampuan pemecahan
masalah dan kemandirian belajar peserta didik, terlihat dari uji hipotesis dengan nilai
sig. 0,000 < 0,05.
Kata Kunci: Model Pembelajaran Flipped Classroom, Kemampuan Pemecahan
Masalah, Kemandirian Belajar
iii
ABSTRACT
PENGARUH MODEL PEMBELAJARAN FLIPPEDCLASSROOM
BERBANTU METODE EKSPERIMEN TERHADAP KEMAMPUAN
PEMECAHAN MASALAH DAN KEMANDIRIAN BELAJAR PESERTA
DIDIK PADA MATERI STRUKTUR DAN FUNGSI TUMBUHAN
KELAS VIII DI SMP NEGERI 36 BANDAR LAMPUNG
Oleh
Vira Aprilia Rosa
1811060178
The problems in the field are problem solving abilities and learning
independence of students which are still very low. The learning process in the
classroom is still not student-centered. This study aims to determine the effect of the
Flipped Classroom learning model assisted by the experimental method on the problem
solving ability and learning independence of students. The method in this study is a
quasi-experimental. The research design used in this study was a posttest-only control
group design. The data collection technique used a test in the form of a description to
measure problem solving abilities and a questionnaire to measure learning
independence that had been tested for validity, reliability, discriminating power, and
level of difficulty.
The data analysis technique used is the normality test, homogeneity test and the
hypothesis test used is the manova test. Based on the results of the manova
(multivariate analysis of variance), the conclusions are: (1) There is an effect of the
Flipped Classroom learning model assisted by the experimental method on the problem
solving ability of students, as seen from the test of between subjects, the problem
solving ability of sig. 0.000 < 0.05 with a ratio of Fcount = 34,812 (2) There is an
effect of the Flipped Classroom learning model assisted by experimental methods on
the learning independence of students, as seen from the test of between subjects
obtained learning independence sig. 0.000 < 0.05 with a comparison of Fcount =
25.204 (3) There is an effect of the Flipped Classroom learning model assisted by the
experimental method on the problem solving ability and learning independence of
students, as seen from the hypothesis test with a sig value. 0.000 < 0.05.
Keywords: Flipped Classroom Learning Model, Problem Solving Skill, Independent
Learnin
Flipped Classroom Learning Model Assisted by the Experimentation Method: The Impact on Problem-solving Skills and Learning Independence
The issue in the field is that students' problem-solving skills and learning independence could be better. This study aims to analyze students' problem-solving skills and learning independence of students who are influenced by the flipped classroom learning model assisted by the experimentation method. The research employed the quasi-experimentation method with a posttest-only control group design. The data collection techniques employed were a description test to measure problem-solving ability and a questionnaire to measure learning independence that had been tested for validity, reliability, differentiability, and difficulty level. The data analysis technique used was the normality test, homogeneity test, and hypothesis test using the MANOVA test. The MANOVA test has been proven effective in testing hypotheses in several studies. Based on the analysis and discussion, applying the flipped classroom learning model assisted by experimentation affected students' problem-solving ability and learning independence