Flipped Classroom Learning Model to Improve Junior High School Students' Mathematics Learning Outcomes
DOI:
https://doi.org/10.22437/edumatica.v12i03.20424Keywords:
flipped classroom, learning model, learning outcomes, mathematicsAbstract
Cognitive ability is one of the mathematics learning outcomes. Low cognitive ability affects student learning outcomes, and teachers must overcome these problems. This study aimed to see the variation in the improvement of mathematics learning outcomes between students who used the flipped classroom model and those who did not. This study applied a quantitative approach with a quasi-experimental design and a non-equivalent (pre-test and post-test) control group design. The population is Year 8 students at one of the public junior high schools in Aceh, Indonesia. By simple random sampling, the samples selected were one experimental class and one control class. The research instrument involves the pythagorean theorem test, while the instruments include lesson plans, student worksheets, and learning videos. The data were collected through pre-test and post-test. The data analysis was carried out by t-test to observe the difference in improving students' mathematics learning outcomes in the two classes. The results show that 1) the increase in students' mathematics learning outcomes was better when using the flipped classroom model than those without the model; 2) the increase in learning outcomes of the experimental class was in the high category while it was in the medium category for the control class.
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