POLA DAN KEMAMPUAN PEMECAHAN MASALAH PESERTA DIDIK MELALUI PEMBELAJARAN FLIPPED CLASSROOM BERBASIS PROYEK

Ima Ismiati, Sarwi Sarwi, Putut Marwoto

Abstract


ABSTRAK

Penelitian ini bertujuan untuk mengetahui kemampuan pemecahan masalah dan pola pemecahan masalah berdasarkan tingkat pemecahan masalah peserta didik melalui pembelajaran flipped classroom berbasis proyek. Penelitian menggunakan rancangan quasi eksperimen dengan desain one-group pretest-postest desaign. Penelitian dilaksanakan di SMAN 14 Semarang tahun ajaran 2019/2020 dengan subjek penelitian 65 peserta didik kelas XI MIPA. Sampel diperoleh melalui teknik purposive sampling. Teknik pengumpulan data dilakukan menggunakan tes dan wawancara. Analisis data kemampuan pemecahan masalah dilakukan secara deskriptif. Hasil menunjukkan bahwa Kemampuan pemecahan masalah peserta didik dalam pembelajaran flipped classroom berbasis proyek tergolong tinggi dengan jumlah peserta didik 57%. Peserta didik memiliki pola pemecahan masalah yang berbeda-beda berdasarkan tingkat pemecahan masalah. Peserta didik kategori sangat tinggi melakukan penyelesaian dengan membaca, memahami masalah, menganalisis, merencanakan strategi penyelesaian, menerapkan dan mengevaluasi seluruh solusi. Peserta didik kategori tinggi melakukan penyelesaian dengan membaca, memahami masalah, menganalisis, merencanakan strategi penyelesaian, menerapkan dan mengevaluasi solusi matematis. Peserta didik kategori rendah melakukan penyelesaian dengan membaca, memahami masalah, menganalisis, menentukan masalah.

 

Kata kunci: kemampuan pemecahan masalah; pola pemecahan masalah; flipped classroom berbasis proyek.

 

ABSTRACT

This study aims to determine the ability of problem-solving and problem-solving patterns based on the level of problem-solving of students through project-based flipped classroom learning. The study used a quasi-experimental design with a one-group pretest-posttest village design. The study was conducted at SMAN 14 Semarang in the academic year 2019/2020 with the research subjects 65 students of class XI MIPA. Samples were obtained through a purposive sampling technique. Data collection techniques are done using tests and interviews. Data analysis of problem-solving ability is done descriptively. The results show that the students' problem-solving ability in project-based flipped classroom learning is relatively high with 57% of students. Students have different patterns of problem-solving based on the level of problem-solving. Very high category students complete the solution by reading, understanding the problem, analyzing, planning a settlement strategy, implementing and evaluating all solutions. High category students do the settlement by reading, understanding the problem, analyzing, planning a settlement strategy, implementing and evaluating mathematical solutions. Low category students do the settlement by reading, understanding the problem, analyzing, determining the problem.

 

Keywords: problem-solving skill; pattern of problem solving; project-based flipped classroom.


Keywords


problem-solving skill; pattern of problem solving; project-based flipped classroom.

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DOI: https://doi.org/10.31764/orbita.v6i1.1847

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