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All Journal Prosiding Sesiomadika Polinomial : Jurnal Pendidikan Matematika
Sari, Hamelia Puspita
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Education Mathematics Other

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Analisis Kemampuan Berpikir Kritis Ditinjau dari Pendekatan Metakognitif Siswa Sari, Hamelia Puspita; Rikayanti, Rikayanti
Prosiding Sesiomadika Vol 5 No 3 (2024): Sesiomadika
Publisher : Prosiding Sesiomadika

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Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan berpikir siswa ditinjau dalam konteks pendekatan metakognitif. Penelitian ini menggunakan penelitian kualitatif dengan metode deskriptif. Pengumpulan data yang digunakan berupa soal uraian dan wawancara. Pemilihan subjek penelitian ini melalui observasi pada kelas IX A MTs Al-Fathimiyah Karawang. Menganalisis kemampuan berpikir kritis disesuaikan  dengan indikator berpikir kritis dan dilakukan wawancara yang mendalam. Terdapat indikator kemampuan berpikir kritis yang digunakan dalam penelitian ini, yaitu (1) menetapkan konsep (2) menampilkan pendapat (3) memberikan kesimpulan (4) memanfaatkan seluruh informasi pada soal (5) menggambarkan permasalahan yang jelas (6) mengoreksi ketepatan seluruh jawaban. Hasil dari penelitian ini menunjukkan bahwa pendekatan metakognitif dapat dilakukan untuk membantu peserta didik dalam berpikir kritis matematis dan meningkatkan hasil belajar siswa.
Pengaruh Model Flipped Classroom Terhadap Kompetensi Strategis Matematis Siswa Ditinjau dari Kemandirian Belajar Sari, Hamelia Puspita; Rikayanti; Sutirna
Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 3 (2025)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v4i3.2151

Abstract

This study aims to determine the effect of the flipped classroom learning model on students' mathematical strategic competencies in terms of their level of learning independence. Strategic competencies are an important aspect of mathematical proficiency, which includes the ability to formulate problems, represent them, and solve mathematical problems. This study employs an experimental method with a factorial design. The research sample consists of seventh-grade students at a junior high school in Karawang during the 2024/2025 academic year, divided into a control group and an experimental group, selected using purposive sampling. The research instruments consisted of a learning independence questionnaire and pre- and post-tests of mathematical strategic competence. Data analysis was conducted using normality tests, homogeneity tests, t-tests, effect size tests, one-way Anova, and two-way Anova. The results of the study indicate that: (1) there is an effect of the flipped classroom model on students' mathematical strategic competencies, (2) there are differences in mathematical strategic competencies based on the level of learning independence in the application of the flipped classroom model, (3) there is no interaction between the learning model and the level of learning independence on students' mathematical strategic competencies. These findings indicate that both the learning model and learning independence individually influence mathematical strategic competence. The flipped classroom model has been proven effective for students with various levels of learning independence.
Co-Authors Rikayanti Rikayanti, Rikayanti Sutirna