PERBANDINGAN PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS ANTARA SISWA YANG MENGIKUTI PEMBELAJARAN MODEL FLIPPED CLASSROOM DAN PROBLEM-BASED LEARNING

Natasya Fadilla Hidayatulloh, - and Jarnawi Afgani Dahlan, - and Aan Hasanah, - (2025) PERBANDINGAN PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS ANTARA SISWA YANG MENGIKUTI PEMBELAJARAN MODEL FLIPPED CLASSROOM DAN PROBLEM-BASED LEARNING. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Kemampuan pemecahan masalah matematis merupakan kompetensi penting yang perlu dikembangkan melalui penerapan model pembelajaran yang diyakini mampu meningkatkannya. Penelitian ini bertujuan: (1) Menganalisis dan mendeskripsikan hasil olah data terkait kualitas peningkatan kemampuan pemecahan masalah matematis siswa melalui penerapan model pembelajaran flipped classroom dan problem-based learning, (2) Menganalisis hasil statistik dari uji perbedaan signifikan dalam peningkatan kemampuan pemecahan masalah matematis antara siswa yang menerapkan model flipped classroom dan siswa yang menerapkan model problem-based learning, (3) Menganalisis hasil statistik dari uji perbedaan signifikan dalam pencapaian kemampuan pemecahan masalah matematis antara siswa yang menerapkan model flipped classroom dan siswa yang menerapkan model problem-based learning dan (4) Mendeskripsikan hasil respon siswa terhadap pembelajaran matematika dengan menerapkan model flipped classroom dan problem-based learning. Penelitian ini menggunakan desain pretest-posttest comparative group. Sampel terdiri atas dua kelas yang dipilih secara acak kelas, yaitu kelas VIII G sebagai eksperimen I (flipped classroom) dan kelas VIII F sebagai eksperimen II (problem-based Learning) di salah satu SMP swasta Kota Bandung. Instrumen yang digunakan berupa tes kemampuan pemecahan masalah matematis dan angket respon siswa. Analisis data dilakukan dengan bantuan IBM SPSS 30.0 for Windows. Hasil penelitian menunjukkan bahwa: (1) Kualitas peningkatan kemampuan pemecahan masalah matematis siswa dengan flipped classroom lebih baik dibandingkan dengan problem-based learning, ditunjukkan oleh nilai N-Gain lebih tinggi. (2) Peningkatan kemampuan pemecahan masalah matematis siswa pada flipped classroom signifikan lebih tinggi daripada problem-based learning. (3) Pencapaian kemampuan pemecahan masalah matematis juga lebih tinggi pada flipped classroom. (4) Respon siswa terhadap flipped classroom lebih baik dibandingkan problem-based learning. Kata kunci: Kemampuan Pemecahan Masalah Matematis, Flipped Classroom, Problem-Based Learning Mathematical problem-solving ability is a crucial competence that must be fostered through the application of appropriate instructional models that can effectively enhance learning outcomes. This study aims to: (1) analyze and describe the quality of improvement in students’ mathematical problem-solving ability through the implementation of the flipped classroom and problem-based learning models, (2) examine the statistical significance of differences in improvement between students taught using flipped classroom and those taught using problem-based learning, (3) investigate the statistical significance of differences in achievement of mathematical problem-solving ability between the two groups, and (4) explore students’ responses to mathematics learning implemented through flipped classroom and problem-based learning. A pretest-posttest comparative group design was employed. The sample comprised two randomly selected classes, namely class VIII G as experimental group I (flipped classroom) and class VIII F as experimental group II (problem-based learning), at a private junior high school in Bandung. Research instruments included a mathematical problem-solving test and a student response questionnaire. Data analysis was conducted using IBM SPSS 30.0 for Windows. The findings reveal that: (1) the quality of improvement in mathematical problem-solving ability among students taught with flipped classroom was higher than that of students taught with problem-based learning, as indicated by superior N-Gain scores, (2) the improvement in problem-solving ability was significantly greater in the flipped classroom group, (3) the achievement of mathematical problem-solving ability was also higher in flipped classroom compared to problem-based learning, and (4) students expressed more positive responses toward flipped classroom than toward problem-based learning. Keywords: Mathematical Problem-Solving Ability, Flipped Classroom, Problem-Based Learning

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?view_op=list_works&hl=id&user=xdI_jb8AAAAJ ID SINTA Dosen Pembimbing: Jarnawi Afgani dahlan: 5974544 Aan Hasanah: 6000349
Uncontrolled Keywords:	Kemampuan Pemecahan Masalah Matematis, Flipped Classroom, Problem-Based Learning Mathematical Problem-Solving Ability, Flipped Classroom, Problem-Based Learning
Subjects:	L Education > L Education (General) Q Science > QA Mathematics
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Matematika - S1 > Program Studi Pendidikan Matematika
Depositing User:	Natasya Fadilla Hidayatulloh
Date Deposited:	04 Sep 2025 07:41
Last Modified:	04 Sep 2025 07:41
URI:	http://repository.upi.edu/id/eprint/137476

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