%K flipped classroom, Educandy, kemampuan pemecahan masalah matematis

flipped classroom, Educandy, mathematical problem-solving abilities.
%I Universitas Pendidikan Indonesia
%O https://scholar.google.com/citations?hl=en&user=ETjyl7wAAAAJ&view_op=list_works&gmla=AC6lMd8ZpkMdJkRtOB7fTjBFrTpj9dL774MQmxpyDnPkZt6bjtKzcpe2RR8dzZGwWztXO57lCMFzKBOvF-QWjSN7m1QPX24f08leKUkV1JTGFklPKvRB9KRMbfFPnob9nA

ID SINTA Dosen Pembimbing
Kusnandi : 6700094
Aan Hasanah : 6000349
%A - Dhea Cantika
%L repoupi121981
%D 2024
%X Salah satu faktor yang mempengaruhi rendahnya kemampuan pemecahan masalah peserta didik adalah penggunaan model pembelajaran yang belum bisa mendukung semua karakteristik kemampuan peserta didik dan rendahnya motivasi peserta didik. Penelitian ini bertujuan untuk mengidentifikasi pengaruh pembelajaran flipped classroom berbantuan Educandy terhadap pencapaian dan peningkatan kemampuan pemecahan masalah matematis peserta didik. Penelitian ini dilakukan pada peserta didik kelas X di salah satu sekolah menengah akhir di kota Bandung. Metode penelitian dilakukan menggunakan kuasi eksperimen dengan non-equivalent control group, dimana pengambilan sampel dilakukan menggunakan teknik purposive sampling. Pengumpulan data dilakukan dengan teknik tes dan non-tes dimana teknik tes meliputi pre-test dan post-test sedangkan teknik non-tes meliputi angket respon peserta didik untuk kelas eksperimen dan lembar observasi keterlaksanaan pembelajaran untuk kedua kelas. Temuan penelitian ini meliputi: 1) pencapaian kemampuan pemecahan masalah matematis peserta didik setelah mendapatkan pembelajaran flipped classroom berbantuan Educandy lebih tinggi secara signifikan dibandingkan dengan kelas kontrol yang mendapatkan pembelajaran dengan model berbasis kurikulum merdeka; 2) peningkatan kemampuan pemecahan masalah matematis peserta didik setelah mendapatkan pembelajaran flipped classroom berbantuan Educandy 
lebih tinggi secara signifikan dibandingkan dengan kelas kontrol yang mendapatkan pembelajaran dengan model berbasis kurikulum merdeka; 3) respon peserta didik terhadap 
pembelajaran menggunakan flipped classroom berbantuan Educandy termasuk dalam kategori baik. 

One of the factors affecting students’ low problem-solving abilities is the use of learning models that do not adequately support all characteristics of student abilities and the students’ low motivation. This study aims to identify the influence of Educandy-assisted flipped classroom learning on the achievement and improvement of students' mathematical 
problem-solving abilities. The research was conducted on tenth-grade students at a high school in Bandung city. The method that was used was quasi-experimental with a non
equivalent control group, using purposive sampling for participant selection. Data collection was done using test and non-test techniques, where the test technique included 
pre-tests and post-tests, while the non-test technique included student response questionnaires for the experimental class and observation sheets of lesson implementation in both classes. The findings of this research include: 1) the achievement and improvement of students' mathematical problem-solving abilities after receiving Educandy-assisted flipped classroom learning was significantly higher compared to the control class, where students received learning using Merderka curriculum-based learning, 2) the improvement of students' mathematical problem-solving abilities after receiving Educandy-assisted flipped classroom learning was significantly higher compared to the control class, where students received learning using Merderka curriculum-based learning, 3) students responses to flipped classroom learning assisted by Educandy were categorized as good.
%T PENGARUH PEMBELAJARAN FLIPPED CLASSROOM BERBANTUAN EDUCANDY TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK SMA