@phdthesis{repoupi138733,
          school = {Universitas Pendidikan Indonesia},
           title = {PENINGKATAN PENALARAN MATEMATIS DAN PERUBAHAN KEMANDIRIAN BELAJAR SISWA SMA MELALUI MODEL PEMBELAJARAN FLIPPED CLASSROOM DENGAN BANTUAN APLIKASI GEOGEBRA},
            note = {https://scholar.google.com/citations?hl=en\&user=DbA4j60AAAAJ

ID SINTA Dosen Pembimbing:
Elah Nurlaelah: 6665327
Bambang Avip Priatna Martadiputra: 6124136},
            year = {2025},
           month = {August},
          author = {Deandri Nuryanti Putri, - and Elah Nurlaelah, - and Bambang Avip Priatna Martadiputra, -},
        abstract = {Penelitian ini bertujuan untuk menganalisis peningkatan kemampuan penalaran matematis dan perubahan kemandirian belajar siswa SMA yang mengikuti pembelajaran model Flipped Classroom dengan bantuan aplikasi GeoGebra dibandingkan dengan siswa yang mengikuti pembelajaran Flipped Classroom tanpa bantuan GeoGebra. Metode yang digunakan adalah kuasi eksperimen dengan desain Pre-test Post-test Nonequivalent Group Design. Data dikumpulkan melalui tes penalaran matematis (pretest dan posttest), angket kemandirian belajar sebelum dan sesudah pembelajaran, serta observasi selama proses pembelajaran. Hasil penelitian menunjukkan bahwa peningkatan kemampuan penalaran matematis pada siswa yang mendapatkan pembelajaran Flipped Classroom berbantuan GeoGebra tidak lebih tinggi dibandingkan dengan siswa yang mengikuti pembelajaran Flipped Classroom tanpa bantuan GeoGebra. Selain itu, perubahan kemandirian belajar pada kedua kelompok juga tidak menunjukkan perbedaan yang signifikan. Berdasarkan analisis jawaban siswa pada soal terpilih, ditemukan bahwa siswa kelas Flipped Classroom berbantuan GeoGebra cenderung lebih konsisten dalam memenuhi indikator penalaran matematis dibandingkan dengan siswa kelas Flipped Classroom tanpa GeoGebra. Temuan ini memberikan gambaran bahwa penggunaan aplikasi GeoGebra dalam model Flipped Classroom tidak berpengaruh signifikan terhadap peningkatan penalaran matematis maupun kemandirian belajar siswa.

This study aims to analyze the improvement of mathematical reasoning ability and changes in Self-Regulated Learning of senior high school students who participated in the Flipped Classroom learning model assisted by the GeoGebra application compared to students who followed the Flipped Classroom learning model without GeoGebra assistance. The method used was a quasi-experimental design with a Pre-test Post-test Nonequivalent Group Design. Data were collected through mathematical reasoning tests (pretest and posttest), Self-Regulated Learning questionnaires before and after the learning process, and observations during the learning sessions. The results show that the improvement in mathematical reasoning ability of students who received Flipped Classroom learning assisted by GeoGebra was not significantly higher than that of students who received Flipped Classroom learning without GeoGebra assistance. Additionally, changes in Self-Regulated Learning in both groups did not show significant differences. Based on the analysis of students' answers to the selected questions, it was found that students in the Flipped Classroom with GeoGebra tended to be more consistent in fulfilling the indicators of mathematical reasoning compared to students in the Flipped Classroom without GeoGebra. These findings suggest that the use of GeoGebra in the Flipped Classroom model does not significantly affect the improvement of students' mathematical reasoning or Self-Regulated Learning.},
        keywords = {Penalaran Matematis, Kemandirian Belajar, Flipped Classroom, Aplikasi GeoGebra

Mathematical Reasoning, Self-Regulated Learning, Flipped Classroom, GeoGebra Application.},
             url = {https://repository.upi.edu/}
}