Riva Lesta Ariany, - (2024) PENGEMBANGAN FLIPPED PROBLEM-BASED LEARNING (FPBL) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS DAN SELF EFFICACY CALON GURU MATEMATIKA. S3 thesis, Universitas Pendidikan Indonesia.
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Abstract
Berpikir reflektif matematis dan self efficacy merupakan aspek penting yang perlu dimiliki calon guru matematika. Pengembangan model pembelajaran Flipped Problem – Based Learning (FPBL) merupakan salah satu upaya dosen untuk meningkatkan kemampuan berpikir reflektif matematis dan self efficacy calon guru matematika. Penelitian ini bertujuan untuk mengembangkan model pembelajaran yang dapat meningkatkan kemampuan berpikir reflektif matematis dan self efficacy mahasiswa, memberikan deskripsi peningkatan kemampuan berpikir reflektif matematis, self efficacy, karakteristik berpikir reflektif, kontribusi kemampuan berpikir reflektif matematis terhadap keterampilan mengajar. Metode penelitian ini adalah research and development, dengan 10 tahap pengembangan. Mahasiswa yang terlibat dalam uji coba awal sejumlah 12 mahasiswa, 24 mahasiswa pada uji coba produk utama, 10 orang mahasiswa pada uji coba empiris, dan tahap implementasi melibatkan 12 mahasiswa tingkat III semester genap di salah satu Perguruan Tinggi Keagamaan Islam Negeri di Jawa Barat. Hasil penelitian menunjukkan bahwa model pembelajaran FPBL memberikan kontribusi terhadap peningkatan kemampuan berpikir reflektif matematis dan self efficacy. Rata-rata peningkatan kemampuan berpikir reflektif mahasiswa secara keseluruhan berada pada kategori sedang. Self efficacy mahasiswa menunjukkan peningkatan hanya saja peningkatannya masih pada kategori rendah. Hasil analisis terhadap karakteristik berpikir reflektif menunjukkan bahwa 1 orang mahasiswa berada pada level teknikal, 7 orang pada level kontekstual dan 2 orang pada level dialektik. Kontribusi kemampuan berpikir reflektif matematis terhadap keterampilan mengajar mahasiswa sebesar 67.90%. Kemampuan berpikir reflektif matematis mahasiswa yang memiliki self efficacy awal tinggi unggul pada indikator mengidentifikasi soal yang mungkin ambigu dan menentukan berbagai kemungkinan solusi, mengidentifikasi informasi yang hilang, mengidentifikasi penalaran logis, mengevaluasi/memeriksa kebenaran argumen/alasan berdasarkan konsep/sifat matematika yang digunakan. Mathematical reflective thinking and self-efficacy are important aspects that prospective mathematics teachers need to have. The development of the Flipped Problem – Based Learning (FPBL) learning model is one of the lecturers' efforts to improve mathematical reflective thinking skills and the self-efficacy of prospective mathematics teachers. This research aims to develop a learning model that can improve students' mathematical reflective thinking abilities and self-efficacy, providing a description of increasing mathematical reflective thinking abilities, self-efficacy, characteristics of reflective thinking, the contribution of mathematical reflective thinking abilities to teaching skills. This research method is research and development, with 10 development stages. There were 12 students involved in the initial trial, 24 students in the main product trial, 10 students in the empirical trial, and the implementation phase involved 12 even semester III students at one of the State Islamic Religious Universities in West Java. The research results show that the FPBL learning model contributes to increasing mathematical reflective thinking abilities and self-efficacy. The average increase in students' overall reflective thinking abilities is in the medium category. Student self-efficacy shows an increase, but the increase is still in the low category. The results of the analysis of the characteristics of reflective thinking show that 1 student is at the technical level, 7 people are at the contextual level and 2 person is at the dialectical level. The contribution of mathematical reflective thinking skills to students' teaching skills is 67.90%. The mathematical reflective thinking ability of students who have high initial self-efficacy excels in the indicators of identifying questions that may be ambiguous and determining various possible solutions, identifying missing information, identifying logistical reasoning, generating/checking the correctness of arguments/reasons based on the mathematical concepts/properties used.
| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?hl=en&user=MM9hygsAAAAJ ID SINTA Dosen Pembimbing: Rizky Rosjanuardi: 5978531 Dadang Juandi: 6042761 |
| Uncontrolled Keywords: | Berpikir Reflektif, Flipped Classroom, Problem-Based Learning, Self Efficacy Reflective Thinking |
| Subjects: | L Education > L Education (General) Q Science > QA Mathematics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Matematika > Program Studi Pendidikan Matematika |
| Depositing User: | Riva Lesta Ariany |
| Date Deposited: | 19 Apr 2024 02:53 |
| Last Modified: | 19 Apr 2024 02:53 |
| URI: | http://repository.upi.edu/id/eprint/116703 |
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