Flipped Classroom Learning Model, Assisted by R&D Statistics Advanced Material Module on Learning Outcomes of viewed from Mathematical Logical Intelligence

Authors

  • Joko Suharianto Universitas Negeri Medan
  • Thamrin Thamrin Universitas Negeri Medan
  • Andi Taufiq Umar Universitas Negeri Medan
  • Mica Siar Meiriza Universitas Negeri Medan

DOI:

https://doi.org/10.31980/mosharafa.v13i3.2086

Keywords:

Flipped Classroom, Inferential Statistics Intelligence, Logical Mathematics, Statistik Inferensial, Kecerdasan Logis

Abstract

Penelitian ini melibatkan faktor internal berupa kecerdasan logis matematis, dan mengontrol pengetahuan awal mahasiswa. Penelitian ini membandingkan hasil belajar mata kuliah statistik inferensial yang menggunakan flipped classroom dengan direct instraction ditinjau dari kecerdasan logis matematis dengan mengontrol pengetahuan awal. Subjek penelitian terdiri dari dua kelas prodi Pendidikan Ekonomi Unimed semester ganjil 2023/2024. Jenis penelitian adalah quasi eksperimen dengan desain posttest only group control. Pengumpulan data menggunakan soal tes berupa pilihan berganda. Teknik analisis data menggunakan analisis kovarians. Hasil penelitian menunjukan terdapat perbedaan hasil belajar mahasiswa yang signifikan, model flipped classroom dibandikan metode direct instruction, setelah mengontrol pengetahuan awal; terdapat perbedaan hasil belajar yang signifikan mahasiswa dengan kecerdasan logis matematis tinggi dibanding yang rendah, setelah mengontrol pengetahuan awal; Model flipped classroom lebih efektif dalam meningkatkan hasil belajar, terutama bagi mahasiswa dengan kecerdasan logis-matematis rendah; kedua model pembelajaran dapat memberikan hasil yang baik bagi mahasiswa dengan kecerdasan logis-matematis tinggi.

This research involves internal factors in the form of mathematical logical intelligence, and controlling students' initial knowledge. This research compares the learning outcomes of an inferential statistics course that uses a flipped classroom with direct attraction in terms of mathematical logical intelligence by controlling prior knowledge. The research subjects comprised two Unimed Economic Education study program classes for the odd semester of 2023/2024. This type of research is quasi-experimental with a posttest-only control group design. Data collection uses test questions in the form of multiple choices. The data analysis technique uses covariance analysis. The research results show that there are significant differences in student learning outcomes, in the flipped classroom model compared to the direct instruction method, after controlling for prior knowledge; there is a significant difference in learning outcomes for students with high mathematical logical intelligence compared to those with low, after controlling for prior knowledge; The flipped classroom model is more effective in improving learning outcomes, especially for students with low logical-mathematical intelligence; Both learning models can provide good results for students with high logical-mathematical intelligence.

References

Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021

Ananda, E. D., & Purwanto, W. (2021). Kendala Penyelesaian Tugas Akhir. AEEJ: Journal of Automotive Engineering and Vocational Education, 2(2), 61–72. https://doi.org/10.24036/aeej.v2i2.49

Ario, M., & Asra, A. (2018). Pengaruh Pembelajaran Flipped Classroom terhadap Hasil Belajar Kalkulus Integral Mahasiswa Pendidikan Matematika. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 1(2), 82–88. https://doi.org/10.24176/anargya.v1i2.2477

Babakr, Z. H., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s Cognitive Developmental Theory: Critical Review. Education Quarterly Reviews, 2(3), 517–524. https://doi.org/10.31014/aior.1993.02.03.84

Cevikbas, M., & Kaiser, G. (2020). Flipped classroom as a reform-oriented approach to teaching mathematics. ZDM, 52(7), 1291–1305. https://doi.org/10.1007/s11858-020-01191-5

Fung, C.-H., Besser, M., & Poon, K.-K. (2021). Systematic Literature Review of Flipped Classroom in Mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), em1974. https://doi.org/10.29333/ejmste/10900

Gliner, J. A., Morgan, G. A., & Leech, N. L. (2011). Quantitative Research Approaches, Questions, and Designs. In Research Methods in Applied Settings (2nd ed., p. 2). Routledge. https://doi.org/10.4324/9780203843109

Güler, M., Kokoç, M., & Önder Bütüner, S. (2023). Does a flipped classroom model work in mathematics education? A meta-analysis. Education and Information Technologies, 28(1), 57–79. https://doi.org/10.1007/s10639-022-11143-z

Herawati, A., Astra, I. M., & Supriyati, Y. (2021). The effect of inquiry learning model and logical mathematical intelligence on the learning outcomes of high school students. Journal of Physics: Conference Series, 1816(1), 012010. https://doi.org/10.1088/1742-6596/1816/1/012010

Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50–73. https://doi.org/10.1016/j.edurev.2017.08.002

Mayu, T. U., & Widjajanti, D. B. (2022). The impact of multiple intelligences on students’ mathematics learning outcomes: A review. Proceedings Of The 4th International Seminar On Innovation In Mathematics And Mathematics Education (ISIMMED) 2020: Rethinking the Role of Statistics, Mathematics and Mathematics Education in Society 5.0: Theory, Research, and Practice, 080024. https://doi.org/10.1063/5.0109002

Nunes, T., Bryant, P., Evans, D., Bell, D., Gardner, S., Gardner, A., & Carraher, J. (2007). The contribution of logical reasoning to the learning of mathematics in primary school. British Journal of Developmental Psychology, 25(1), 147–166. https://doi.org/10.1348/026151006X153127

Nurhikmayati, I., & Jatisunda, M. G. (2019). Pengembangan Bahan Ajar Matematika Berbasis Scientific yang Berorientasi pada Kemampuan Berpikir Kritis Matematis Siswa. Mosharafa: Jurnal Pendidikan Matematika, 8(1), 49–60. https://doi.org/10.31980/mosharafa.v8i1.534

Nurlaelah, E., Usdiyana, D., & Fadilah, N. (2024). The Relationship Between Computational Thinking Ability and Logical Mathematical Intelligence. Mosharafa: Jurnal Pendidikan Matematika, 13(1), 87–96. https://doi.org/10.31980/mosharafa.v13i1.1978

Prahmana, R. C. I. (2015). Hubungan Antara Keterampilan Meneliti Dan Pembuatan Skripsi Mahasiswa Pendidikan Matematika. Numeracy, 2(2 SE-Articles), 55–62. https://doi.org/10.46244/numeracy.v2i2.168

Priyaadharshini, M., & Sundaram, B. V. (2018). Evaluation of higher‐order thinking skills using learning style in an undergraduate engineering in flipped classroom. Computer Applications in Engineering Education, 26(6), 2237–2254. https://doi.org/10.1002/cae.22035

Rahmawati, L., & Ibrahim. (2021). Kecerdasan Logis Matematis dan Linguistik sebagai Prediktor Hasil Belajar Matematika. Mosharafa: Jurnal Pendidikan Matematika, 10(2), 245–256. https://doi.org/10.31980/mosharafa.v10i2.658

Ruiz Palmero, J., Guillén Gámez, F. D., Colomo Magaña, E., & Sánchez Vega, E. (2023). Effectiveness of the Flipped Classroom in the Teaching of Mathematics in an Online Environment: Identification of Factors Affecting the Learning Process. Online Learning, 27(2), 304–323. https://doi.org/10.24059/olj.v27i2.3239

Scherer, V. E. R. (2022). Supplemental Material for The Relation Between Executive Functions and Math Intelligence in Preschool Children: A Systematic Review and Meta-Analysis. Psychological Bulletin, 148(5–6), 337–369. https://doi.org/10.1037/bul0000369.supp

Tajuddin, A. T., Sujadi, I., Slamet, I., & Hendriyanto, A. (2023). Mathematical Critical Thinking: Analysis of Middle School Students’ Thinking Processes in Solving Trigonometry Problems. Mosharafa: Jurnal Pendidikan Matematika, 12(4), 703–720. https://doi.org/10.31980/mosharafa.v12i4.1185

Walidah, Z., Wijayanti, R., & Affaf, M. (2020). The Effect of Learning Model Flipped Classroom (FC) on Learning Outcomes. Edumatica: Jurnal Pendidikan Matematika, 10(2 SE-), 71–77. https://doi.org/10.22437/edumatica.v10i2.10546

Wanabuliandari, S., Ulya, F. F., Sumaji, S., Ardianti, S. D., & Ghozali, M. I. (2024). Pengaruh Model Pembelajaran Matematika Realistik Berbantuan Modul Digital Interaktif Berbasis Keunggulan Lokal PANTURA JATENG Terhadap Kecerdasan Logis Matematis Siswa Mental Retardation. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 4(1). https://doi.org/10.51574/kognitif.v4i1.1380

Wei, X., Cheng, I.-L., Chen, N.-S., Yang, X., Liu, Y., Dong, Y., Zhai, X., & Kinshuk. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68(3), 1461–1484. https://doi.org/10.1007/s11423-020-09752-x

Zain, M. I., Radiusman, R., Syazali, M., Hasnawati, H., & Amrullah, L. W. Z. (2021). Identifikasi Kesulitan Mahasiswa Dalam Penyusunan Skripsi Prodi Pgsd Universitas Mataram. Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan, 4(1), 73. https://doi.org/10.31258/jta.v4i1.73-85

Zhang, Q., Cheung, E. S. T., & Cheung, C. S. T. (2021). The Impact of Flipped Classroom on College Students’ Academic Performance: A Meta-Analysis Based on 20 Experimental Studies. Science Insights Education Frontiers, 8(2), 1059–1080. https://doi.org/10.15354/sief.21.re019

Downloads

Published

2024-07-30

How to Cite

Suharianto, J., Thamrin, T., Andi Taufiq Umar, & Mica Siar Meiriza. (2024). Flipped Classroom Learning Model, Assisted by R&D Statistics Advanced Material Module on Learning Outcomes of viewed from Mathematical Logical Intelligence. Mosharafa: Jurnal Pendidikan Matematika, 13(3), 771–782. https://doi.org/10.31980/mosharafa.v13i3.2086

Issue

Section

Articles

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.