PERANAN STRATEGI PEMBELAJARAN FLIPPED CLASSROOM TERHADAP MOTIVASI DAN HASIL BELAJAR MATEMATIKA SISWA DI SMA NEGERI 15 PEKANBARU
DOI:
https://doi.org/10.31004/jptam.v2i4.39Keywords:
flipped classrrom, motivasi belajar, hasil belajarAbstract
Artikel ini bertujuan memaparkan peranan strategi Pembelajaran Flipped Classroom terhadap Motivasi dan Hasil Belajar Matematika Siswa. Metode pengumpulan data yang digunakan antara lain observasi, catatan lapangan, wawancara, dokumentasi dan tes. Teknik analisis data yang digunakan dalam penelitian yaitu reduksi data, penyajian data dan penarikan kesimpulan. Pembelajaran dengan menerapkan strategi pemebelajaran Flipped Classroom siswa dapat belajar dari video tutorial yang diberikan oleh guru. Dengan menggunakan strategi Flipped Calssroom monipasi belajar siswa akan meningkat. Jika siswa sudah memiliki motivasi yang tinggi akan berimbas pada peningkatan hasil belajar siswa pada pembelajaran matematika.
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Johnson, Graham Brent. 2013. Student Perceptions Of The Flipped Classroom. Columbia : The University Of British Columbia.
Jr, Thomas H. Fuller. 1991. The Kumon Approach to Learning Mathematics: An Educator’s Perspective. America : Washington University.
Lioe, Luis Tirtasanjaya, Teo Chin Wen, dkk. 2012. Assessing the effectiveness of flipped classroom pedagogy in promoting students’ learning experience.NYGH Research Journal.
Margono, S. 2011. Metodologi Penelitian Pendidikan. Jakarta: Rineka Cipta.
Milman B., Natalie. 2012. The Flipped Classroom Strategy What is it and How Can it Best be Used?. Jurnal Internasional Volume 9, Issue 3 : The George Washington University.
Moroney, Sean P. 2011. Flipped Teaching in a College Algebra Classroom An Action Research Project. Manoa : University of Hawaii.
Nurani, Yuliani Sujiono. 2009. Metode Pengembangan Kognitif. Jakarta : Universitas Terbuka.
Peraturan Menteri Pendidikan Nasional (Permendiknas) Republik Indonesia No.41 Tahun 2007.
Richard Pierce, EdD, and Jeremy Fox, PharmD. 2012. Instructional Design And Assessmentvodcasts And Active-Learning Exercises In A “Flipped Classroom” Model Of A Renal Pharmacotherapy Module. American Journal of Pharmaceutical Education 2012; 76 (10) Article 196.
Roehl, Amy, Shweta Linga dkk. 2013. The Flipped Classroom: An Opportunity To Engage Millennial Students Through Active Learning Strategies. Texas : Christian University Jurnal Internasional Vol. 105. No. 2. 2013 JFCS.
Sagala,Syaiful H. 2006. Konsep dan Makna Pembelajaran. Bandung : Alfabeta.
Sukmadinata, Nana Syaodih. 2011. Metode Penelitian pendidikan. Bandung: Remaja Rosdakarya.
Sutama. 2010. Penelitian Tindakan Teori dan Praktek dalam PTK, PTS, dan PTBK. Surakarta: CV. Citra Mandiri Utama.
Sutama. 2011. Metode Penelitian Pendidikan Kunatitatif, Kalitatif, PTK, R&D. Surakarta: Fairuz Media.
Taque, Jenna dkk. 2013. Using The Flipped Model to Address Cognitive Obstacles In Differential Equations. Ohio Texas : The Ohio State University and Texas State University.
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24-06-2018
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SC, P. (2018). PERANAN STRATEGI PEMBELAJARAN FLIPPED CLASSROOM TERHADAP MOTIVASI DAN HASIL BELAJAR MATEMATIKA SISWA DI SMA NEGERI 15 PEKANBARU. Jurnal Pendidikan Tambusai, 2(2), 897–905. https://doi.org/10.31004/jptam.v2i4.39
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