LEARNING MODEL TO IMPROVE THE ABILITY TO UNDERSTAND MATHEMATICAL CONCEPTS
DOI:
https://doi.org/10.35194/jp.v8i2.769Abstrak
Teaching and learning process to determine student learning outcomes requires the selection of appropriate learning models so that it can provide maximum learning impact. This study aims to determine the effectiveness of better learning models for the ability to understand mathematical concepts. This type of research is quantitative using the Quasi-experimental design method. Data collection in this study uses a description test with the type of questions based on indicators of mathematical concept understanding ability. Hypothesis testing uses a non-correlated 2-sample t test with decisions taken through the left-side test. This shows that the Flipped Classroom learning model is more effective than the Auditory Intellectually Repetition learning model in influencing students' mathematical conceptsReferensi
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. DRO, 34(1), 1–14.
Abidin, M. (2019). MODEL PEMBELAJARAN FLIPPED CLASSROOM SEBAGAI UPAYA PENINGKATAN KEMAMPUAN PENGUASAAN RUMUS TRANSFORMASI GEOMETRI. Journal on Pedagogical Mathematics, 1(2), 49–60.
Agustiana, E., Putra, F. G., & Farida. (2018). Pengaruh Auditory, Intellectually, Repetition ( AIR) dengan Pendekatan Lesson Study terhadap Kemampuan Pemecahan Masalah Matematis. Desimal, 1(1), 1–6.
Ananggih, G. W. (2017). PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN PEMAHAMAN MATEMATIKA SISWA KELAS IX SMP. JKPM, 1(1), 25–35.
Andamon, J. C., & Tan, D. A. (2018). Conceptual Understanding , Attitude And Performance In Mathematics Of Grade 7 Students. International Journal of Scientific & Technologi Research, 7(8), 96–105.
Basal, A. P. D. A. (2015). THE IMPLEMENTATION OF A FLIPPED CLASSROOM IN FOREIGN. Turkish Online Journal, 16(4), 28–37.
Budiarti, A., Agustini, F., & Widyaningrum, A. (2019). Pengaruh motivasi belajar pada penerapan model air (auditory intellectually repetition) berbantu media kartu soal cerdas terhadap hasil belajar tematik siswa kelas v sdn sampangan 02 semarang. Wahana Kreattifitas Pendidik, 2(2), 68–73.
Dahlan. (2004). Meningkatkan Kemampuan Penalaran dan Pemahaman Mtematika Siswa Sekolah Lanjutan Tingkat Pertama Melalui Pendekatan Pembelajaran Open Ended Disertai Pada Program Pasca Sarjana (PPS) Universitas Pendidikan Indonesia (UPI). Bandung.
Dewi, S., & Harahap, M. S. (2019). EFETIVITAS MODEL PEMBELAJARAN FLIPPED CLASSROOM TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA. Jurnal MathEdu, 2(3), 96–102.
Elinawati, W., Duda, H. J., & Julung, H. (2018). Penerapan Model Pembelajaran Auditory Intellectually Repetition ( AIR ) terhadap Hasil Belajar Kognitif Siswa. Jurnal Sainsmat, VII(1), 13–24.
Elisa, L., Hadiyanto, H., & Fitria, Y. (2019). PENGARUH PENERAPAN MODEL PEMBELAJARAN AUDITORY, INTELLECTUALLY, REPETITION (AIR) TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS V SDN 07 NANSABARIS DAN SDN 16 NANSABARIS. Jurnal Basicedu, 3(2), 391–396.
Evseeva, A., & Solozhenko, A. (2015). Use of Flipped Classroom Technology in Language Learning. Procedia - Social and Behavioral Sciences, 206, 205–209. https://doi.org/10.1016/j.sbspro.2015.10.006
Fahrudhin, A. G., & Zuliana, E. (2018). PENINGKATAN PEMAHAMAN KONSEP MATEMATIKA MELALUI REALISTIC MATHEMATIC EDUCATION BERBANTU ALAT PERAGA BONGPAS. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 1(1), 1–7.
Habibi, B., Hartinah, S., Umam, R., Syazali, M., Lestari, F., Abdurrahman, A., & Jauhariyah, D. (2019). Factor Determinants of Teacher Professionalism as Development of Student Learning Education at School of SMK PGRI in Tegal City, Indonesia. Journal of Gifted Education and Creativity, 6(2), 125–134.
Huda, M. K., & Erman, E. (2018). PENINGKATAN PEMAHAMAN KONSEP SISWA SMP PADA SUB MATERI ASAM BASA GARAM DENGAN PENERAPAN MODEL DISCOVERY LEARNING. Pensa E-Jurnal, 6(2), 73–77.
Isna, R., & Masykuri, M. (2018). The development of interactive multimedia based on auditory , intellectually , repetition in repetition algorithm learning to increase learning outcome The development of interactive multimedia based on auditory , intellectually , repetition in repetition. Journal Of Physics : Conference Series, 1013(1), 2–10.
Juniantari, M. (2018). PENGARUH PENDEKATAN FLIPPED CLASSROOM TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA SMA. Journal of Education Technology, 2(4), 197–204.
Mukcram, R. (2018). PENERAPAN MODEL AUDITORY INTELLECTUALLY REPETITION BERBANTUAN MEDIA INTERAKTIF TERHADAP HASIL BELAJAR APPLICATION AUDITORY INTELLECTUALLY REPETITION BY Sumber : Guru Mata Pelajaran. Jurnal Pendidikan Dan Pembelajaran, 3(3), 223–230.
Mustamin, S. H., & Kusumayanti, A. (2019). Kemampuan Pemahaman Konsep Matematika Melalui Model Pembelajaran Auditory Intellectually Repetition ( AIR ) Pada Siswa. AJME, 1(2), 90–97.
Oakes, D., Davies, A., Joubert, M., & Lyakhova, S. (2018). Exploring teachers’ and students’ responses to the use of a Flipped Classroom teaching approach in mathematics. BSRLM, 38(November), 1–6.
Pujiastuti, E., & Suparsih, H. (2018). MENINGKATKAN KEMAMPUAN
KONSEP MATEMATIS DAN DAYA JUANG SISWA MELALUI STRATEGI TRAJECTOR LEARNING. PRISMA, 1, 347–353.
Putra, H. D., Setiawan, H., Nurdianti, D., Retta, I., & Desi, A. (2018). Kemampuan pemahaman matematis siswa smp di bandung barat. JJPM, 11(1), 19–30.
Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The Effect Of Flipped-Problem Based Learning Model Integrated With LMS-Google Classroom For Senior High School Students. Journal for the Education of Gifted Young, 7(2), 137–158.
https://doi.org/https://doi.org/10.17478/jegys.548350
Risdianti, A., Kartono, K., & Masrukan, M. (2019). Pengaruh Corrective Feedback dalam Pembelajaran Auditory Intellectually Repetition ( AIR ) pada Pencapaian Kemampuan Representasi Matematis Siswa. PRISMA, 2, 10–15.
Saragih, S. (2018). Analisis Kemampuan Pemahaman Konsep Matematis dan Kemampuan Pemecahan Masalah Matematis Siswa SMP pada Materi Sistem Persamaan Linear Dua Variabel ( SPLDV ). Suska Journal Of Mathematics Education, 4(1), 9–16. https://doi.org/10.24014/sjme.v3i2.3897
Soenarto, Y., & R, I. S. (2016). Pengaruh Penerapan Model Pembelajaran Auditory , Intellectually , Repetition ( AIR ) Melalui Metode Think Pair Share ( TPS ) Terhadap Hasil Belajar Fisika Siswa. Jurnal Fisika Dan Pendidikan Fisika, 2318(2), 1–4.
Suswandi, I. (2018). PENGARUH MODEL PEMBELAJARAN GROUP INVESTIGATION FLIPPED CLASSROOM TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA. JPPF, 8(1), 80–100.
Tanjung, H. S. (2019). PENERAPAN MODEL REALISTIC MATHEMATIC EDUCATION ( RME ) UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN HASIL BELAJAR SISWA KELAS IX SMAN 3 DARUL MAKMUR KABUPATEN NAGAN RAYA. Jurnal Ilmiah, 6(1), 101–112.
Unaenah, Een . Sumantri, M. S. (2019). ANALISIS PEMAHAMAN KONSEP MATEMATIS SISWA KELAS 5 SEKOLAH DASAR PADA MATERI PECAHAN. Jurnal Basicedu, 3(1), 106–111.
Vermana, L., & Zuzano, F. (2018). Peningkatan Hasil Belajar Persamaan Diferensial Mahasiswa Pendidikan Matematika dengan Model Pembelajaran Flipped Classroom. Edumatica, 8(2), 23–34.
Winarti, E., & Suharto, B. (2017). MENINGKATKAN MOTIVASI DAN HASIL BELAJAR MELALUI MODEL PEMBELAJARAN AUDITORY , INTELLECTUALLY , REPETITION PADA MATERI LARUTAN PENYANGGA DI KELAS XI IPA SMA MUHAMMADIYAH 1 BANJARMASIN Increasing Motivation and Learning Result Through Auditory , Intellectua. JCAE, 1(1), 28–36.
Zainuddin, Z., & Halili, S. H. (2016). Flipped Classroom Research and Trends from Different Fields of Study. 17(3), 1–28.
Abidin, M. (2019). MODEL PEMBELAJARAN FLIPPED CLASSROOM SEBAGAI UPAYA PENINGKATAN KEMAMPUAN PENGUASAAN RUMUS TRANSFORMASI GEOMETRI. Journal on Pedagogical Mathematics, 1(2), 49–60.
Agustiana, E., Putra, F. G., & Farida. (2018). Pengaruh Auditory, Intellectually, Repetition ( AIR) dengan Pendekatan Lesson Study terhadap Kemampuan Pemecahan Masalah Matematis. Desimal, 1(1), 1–6.
Ananggih, G. W. (2017). PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN PEMAHAMAN MATEMATIKA SISWA KELAS IX SMP. JKPM, 1(1), 25–35.
Andamon, J. C., & Tan, D. A. (2018). Conceptual Understanding , Attitude And Performance In Mathematics Of Grade 7 Students. International Journal of Scientific & Technologi Research, 7(8), 96–105.
Basal, A. P. D. A. (2015). THE IMPLEMENTATION OF A FLIPPED CLASSROOM IN FOREIGN. Turkish Online Journal, 16(4), 28–37.
Budiarti, A., Agustini, F., & Widyaningrum, A. (2019). Pengaruh motivasi belajar pada penerapan model air (auditory intellectually repetition) berbantu media kartu soal cerdas terhadap hasil belajar tematik siswa kelas v sdn sampangan 02 semarang. Wahana Kreattifitas Pendidik, 2(2), 68–73.
Dahlan. (2004). Meningkatkan Kemampuan Penalaran dan Pemahaman Mtematika Siswa Sekolah Lanjutan Tingkat Pertama Melalui Pendekatan Pembelajaran Open Ended Disertai Pada Program Pasca Sarjana (PPS) Universitas Pendidikan Indonesia (UPI). Bandung.
Dewi, S., & Harahap, M. S. (2019). EFETIVITAS MODEL PEMBELAJARAN FLIPPED CLASSROOM TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA. Jurnal MathEdu, 2(3), 96–102.
Elinawati, W., Duda, H. J., & Julung, H. (2018). Penerapan Model Pembelajaran Auditory Intellectually Repetition ( AIR ) terhadap Hasil Belajar Kognitif Siswa. Jurnal Sainsmat, VII(1), 13–24.
Elisa, L., Hadiyanto, H., & Fitria, Y. (2019). PENGARUH PENERAPAN MODEL PEMBELAJARAN AUDITORY, INTELLECTUALLY, REPETITION (AIR) TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS V SDN 07 NANSABARIS DAN SDN 16 NANSABARIS. Jurnal Basicedu, 3(2), 391–396.
Evseeva, A., & Solozhenko, A. (2015). Use of Flipped Classroom Technology in Language Learning. Procedia - Social and Behavioral Sciences, 206, 205–209. https://doi.org/10.1016/j.sbspro.2015.10.006
Fahrudhin, A. G., & Zuliana, E. (2018). PENINGKATAN PEMAHAMAN KONSEP MATEMATIKA MELALUI REALISTIC MATHEMATIC EDUCATION BERBANTU ALAT PERAGA BONGPAS. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 1(1), 1–7.
Habibi, B., Hartinah, S., Umam, R., Syazali, M., Lestari, F., Abdurrahman, A., & Jauhariyah, D. (2019). Factor Determinants of Teacher Professionalism as Development of Student Learning Education at School of SMK PGRI in Tegal City, Indonesia. Journal of Gifted Education and Creativity, 6(2), 125–134.
Huda, M. K., & Erman, E. (2018). PENINGKATAN PEMAHAMAN KONSEP SISWA SMP PADA SUB MATERI ASAM BASA GARAM DENGAN PENERAPAN MODEL DISCOVERY LEARNING. Pensa E-Jurnal, 6(2), 73–77.
Isna, R., & Masykuri, M. (2018). The development of interactive multimedia based on auditory , intellectually , repetition in repetition algorithm learning to increase learning outcome The development of interactive multimedia based on auditory , intellectually , repetition in repetition. Journal Of Physics : Conference Series, 1013(1), 2–10.
Juniantari, M. (2018). PENGARUH PENDEKATAN FLIPPED CLASSROOM TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA SMA. Journal of Education Technology, 2(4), 197–204.
Mukcram, R. (2018). PENERAPAN MODEL AUDITORY INTELLECTUALLY REPETITION BERBANTUAN MEDIA INTERAKTIF TERHADAP HASIL BELAJAR APPLICATION AUDITORY INTELLECTUALLY REPETITION BY Sumber : Guru Mata Pelajaran. Jurnal Pendidikan Dan Pembelajaran, 3(3), 223–230.
Mustamin, S. H., & Kusumayanti, A. (2019). Kemampuan Pemahaman Konsep Matematika Melalui Model Pembelajaran Auditory Intellectually Repetition ( AIR ) Pada Siswa. AJME, 1(2), 90–97.
Oakes, D., Davies, A., Joubert, M., & Lyakhova, S. (2018). Exploring teachers’ and students’ responses to the use of a Flipped Classroom teaching approach in mathematics. BSRLM, 38(November), 1–6.
Pujiastuti, E., & Suparsih, H. (2018). MENINGKATKAN KEMAMPUAN
KONSEP MATEMATIS DAN DAYA JUANG SISWA MELALUI STRATEGI TRAJECTOR LEARNING. PRISMA, 1, 347–353.
Putra, H. D., Setiawan, H., Nurdianti, D., Retta, I., & Desi, A. (2018). Kemampuan pemahaman matematis siswa smp di bandung barat. JJPM, 11(1), 19–30.
Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The Effect Of Flipped-Problem Based Learning Model Integrated With LMS-Google Classroom For Senior High School Students. Journal for the Education of Gifted Young, 7(2), 137–158.
https://doi.org/https://doi.org/10.17478/jegys.548350
Risdianti, A., Kartono, K., & Masrukan, M. (2019). Pengaruh Corrective Feedback dalam Pembelajaran Auditory Intellectually Repetition ( AIR ) pada Pencapaian Kemampuan Representasi Matematis Siswa. PRISMA, 2, 10–15.
Saragih, S. (2018). Analisis Kemampuan Pemahaman Konsep Matematis dan Kemampuan Pemecahan Masalah Matematis Siswa SMP pada Materi Sistem Persamaan Linear Dua Variabel ( SPLDV ). Suska Journal Of Mathematics Education, 4(1), 9–16. https://doi.org/10.24014/sjme.v3i2.3897
Soenarto, Y., & R, I. S. (2016). Pengaruh Penerapan Model Pembelajaran Auditory , Intellectually , Repetition ( AIR ) Melalui Metode Think Pair Share ( TPS ) Terhadap Hasil Belajar Fisika Siswa. Jurnal Fisika Dan Pendidikan Fisika, 2318(2), 1–4.
Suswandi, I. (2018). PENGARUH MODEL PEMBELAJARAN GROUP INVESTIGATION FLIPPED CLASSROOM TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA. JPPF, 8(1), 80–100.
Tanjung, H. S. (2019). PENERAPAN MODEL REALISTIC MATHEMATIC EDUCATION ( RME ) UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN HASIL BELAJAR SISWA KELAS IX SMAN 3 DARUL MAKMUR KABUPATEN NAGAN RAYA. Jurnal Ilmiah, 6(1), 101–112.
Unaenah, Een . Sumantri, M. S. (2019). ANALISIS PEMAHAMAN KONSEP MATEMATIS SISWA KELAS 5 SEKOLAH DASAR PADA MATERI PECAHAN. Jurnal Basicedu, 3(1), 106–111.
Vermana, L., & Zuzano, F. (2018). Peningkatan Hasil Belajar Persamaan Diferensial Mahasiswa Pendidikan Matematika dengan Model Pembelajaran Flipped Classroom. Edumatica, 8(2), 23–34.
Winarti, E., & Suharto, B. (2017). MENINGKATKAN MOTIVASI DAN HASIL BELAJAR MELALUI MODEL PEMBELAJARAN AUDITORY , INTELLECTUALLY , REPETITION PADA MATERI LARUTAN PENYANGGA DI KELAS XI IPA SMA MUHAMMADIYAH 1 BANJARMASIN Increasing Motivation and Learning Result Through Auditory , Intellectua. JCAE, 1(1), 28–36.
Zainuddin, Z., & Halili, S. H. (2016). Flipped Classroom Research and Trends from Different Fields of Study. 17(3), 1–28.
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