Kemampuan Representasi Matematis Siswa dalam Pembelajaran Flipped-Project-Based Learning

Bayu Tri Handoko; Mulyono Mulyono; Isnaini Rosyida

doi:10.24176/anargya.v5i1.7593

Kemampuan Representasi Matematis Siswa dalam Pembelajaran Flipped-Project-Based Learning

Bayu Tri Handoko
Mulyono Mulyono
Isnaini Rosyida

Abstract

The goal of this study is to see how effective flipped-project-based learning models are at improving students' mathematical representation skills in class X at SMK Negeri 1 Jepon, Blora Regency. This study is quantitative research with an experimental method and uses a true experimental design with a pretest-posttest control group design strategy. This study focuses on students in class X at SMK Negeri 1 Jepon, Blora Regency during the academic year 2021/2022. A mathematical representation skills test was employed as a data collection approach before and after studying trigonometric content. The average difference test, individual completeness test, classical completeness test, and skills improvement test were all used in the data analysis. The average value of mathematical representation skills in the experimental class is 73.85, higher than the average value of mathematical representation skills in the control class, 70.10; the average value of mathematical representation skills in the experimental class is 73.85, higher than the minimum completeness criterion of 70; the proportion of students' completeness in the experimental class is 89%, higher than 75%; and the proportion of students' completeness in the experimental class is 73.85 and an increase in the skills of mathematical representation in the experimental class with moderate criteria

Keywords

mathematical representation; PjBL; flipped classroom

Full Text:

PDF

References

Agustina, W., & Naphiah, S. 2021. Project Based Learning with Peer Instruction Flipped Classroom Design to Improve Critical Thinking Skills and Science Literacy. Pajar (Pendidikan Dan Pengajaran), 5(2): 442–448. Algarni, B. 2018. a Meta-Analysis on the Effectiveness of Flipped Classroom in Mathematics Education. EDULEARN18 Proceedings, 1: 7970–7976. Andrini, V. S., Pratama, H., & Maduretno, T. W. 2019. The Effect of Flipped Classroom and Project Based Learning Model on Student’s Critical Thinking Ability. Journal of Physics: Conference Series, 1171(1). Angreanisita, W., Mastur, Z., & Rochmad. 2019. Mathematical Literacy Seen from Learning Independency in Blended Learning with Project Based Learning Assisted by Moodle. Unnes Journal of Mathematics Education Research, 10(2): 155–161. Awantagusnik, A., Susiswo, S., & Irawati, S. 2021. Mathematical Representation Process Analysis of Students in Solving Contextual Problem Based on Polya’s Strategy. AIP Conference Proceedings, 2330. Brown, B. A. 2016. Understanding the Flipped Classroom: Types, Uses and Reactions to a Modern and Evolving Pedagogy. Culminating Projects in Teacher Development, 12. Chua, K. J., & Islam, M. R. 2020. The Hybrid Project-Based Learning–Flipped Classroom: A Design Project Module Redesigned to Foster Learning and Engagement. International Journal of Mechanical Engineering Education, 1–27. Ester Paruntu, P., Sukestiyarno, Y., Priyono Budi Prasetyo, A., & Negeri Semarang, U. 2018. Unnes Journal of Mathematics Education Research Analysis of Mathematical Communication Ability and Curiosity Through Project Based Learning Models With Scaffolding SMP Negeri 18 Halmahera Utara, Maluku Utara, Indonesia 2. Ujmer, 7(1): 26–34. Fauzan, M., Widyantini, T., Herawati, R., & Sugiman. 2018. Modul Pengembangan Keprofesian Berkelanjutan Mata Pelajaran Matematika SMP: Kelompok Kompetensi C. Jakarta: Kemdikbud. Hake, R. R. 1998. Interactive-Engagement versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses. American Journal of Physics, 66(1): 64–74. Harahap, N. A. 2017. Peningkatan Kemampuan Representasi Matematis dan Motivasi Belajar Siswa Melalui Model Pembelajaran Berbasis Proyek (Project Based Learning) Di Kelas VII SMP Negeri 1 Torgamba Tahun Pelajaran 2016/2017. Jurnal Pembelajaran Dan Matematika Sigma (JPMS), 3(1): 38–48. Hew, K. F., Bai, S., Dawson, P., & Lo, C. K. 2021. Meta-analyses of Flipped Classroom Studies: A Review of Methodology. Educational Research Review, 33, 100393. Huinker, B. D. 2015. Representational Competence: A Renewed Focus for Classroom Practice in Mathematics. Wisconsin Teacher of Mathematics, 4–8. Kadir. 2015. Statistika Terapan. Jakarta: PT Raja Grafindo Persada. Mailizar, Almanthari, A., Maulina, S., & Bruce, S. 2020. Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7). NCTM. 2000. Principles and Standards for School Mathematics. USA: The National Council of Teachers of Mathematics, Inc. Novitasari, P., Usodo, B., & Fitriana, L. 2021. Visual, Symbolic, and Verbal Mathematics Representation Abilities in Junior High School’s Students. IOP Conference Series: Earth and Environmental Science, 1808(1). OECD. 2019a. PISA 2018 Mathematics Framework. In PISA 2018 ASSESSMENT AND ANALYTICAL FRAMEWORK (pp. 73–95). Paris: OECD Publishing. OECD. 2019b. PISA 2018 Results. Paris: OECD Publisihing. Ramaglia, H. 2015. The Flipped Mathematics Classroom: A Mixed Methods Study Examining Achievement, Active Learning, and Perception. Disertasi. Kansas: Kansas State University. Ratnasari, N., Tadjudin, N., Syazali, M., Mujib, M., & Andriani, S. 2018. Project Based Learning (PjBL) Model on the Mathematical Representation Ability. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 3(1). Sabrina, A. N., Hidayah, I., & Kharis, M. 2021. Mathematical Representation Ability and Confident Character Assisted by Schoology with the NHT Method and Thematic Approach. Unnes Journal of Mathematics …, 10(2): 91–98. Santyasa, I. W. 2020. Project-Based with Flipped Learning : A Challenge to Enhance Students ’ Achievement on Chemistry. Advances in Social Science, Education and Humanities Research, 566: 186–190. Serin, H. 2019. Project Based Learning in Mathematics Context. International Journal of Social Sciences & Educational Studies, 5(3). Shao, M., & Liu, X. (2021). Impact of the Flipped Classroom on Students’ Learning Performance via Meta-Analysis. Open Journal of Social Sciences, 09(09): 82–109. Simbolon, R., & Koeswanti, H. D. 2020. Comparison of PBL (Project Based Learning) Models with PBL (Problem Based Learning) Models to Determine Student Learning Outcomes and Motivation. International Journal of Elementary Education, 4(4): 519–529. Sudjana. 2005. Metoda Statistika. Bandung: Tarsito. Sugiyono. 2017. Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta. Sukestiyarno, Y. L. 2014. Statistika Dasar. Yogyakarta: CV Andi Offset. Sukestiyarno, Y. L. 2020. Metode Penelitian Pendidikan. Semarang: Unnes Press. Unakorn, P., & Klongkratoke, U. 2015. Effectiveness of Flipped Classroom to Mathematics Learning of Grade 11 Students. ICLEHI, 44: 118–122. Utomo, D. P. 2020. The Patterns of Changing Mathematical Representations in Solving Mathematical Problems Among Junior High School Students. Advances in Social Science, Education and Humanities Research, 477. Yamashita, K., & Yasueda, H. 2017. Project-Based Learning in Out-of-Class Activities: Flipped Learning Based on Communities Created in Real and Virtual Spaces. Procedia Computer Science, 112: 1044–1053.

DOI: https://doi.org/10.24176/anargya.v5i1.7593