Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Journal of Computer for Science and Mathematics Learning Journal of Research in Education and Pedagogy
Tritiyatma Hadinugrahaningsih
Department of Chemistry Education, Universitas Negeri Jakarta, Indonesia
Education Mathematics Social Sciences Other

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The Effect of Numbered Head Together (NHT) in a Flipped Classroom Environment on Students’ Self-Efficacy and Achievement on Colloid Topics Melati Melati; Tritiyatma Hadinugrahaningsih
Journal of Research in Education and Pedagogy Vol. 1 No. 1 (2024): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/c99bex94

Abstract

This study aim to determine the effect of the implementation of  flipped classroom model integrated Numbered Head Together (NHT) on self efficacy and learning achievement on colloid topics. This method used is quasi experiment with non-equivalent control group design. The sampling technique used is convenient sampling where class XI MIPA 1 is the experimental group and class XI MIPA 3 is the control group. The experimental group was carried out by applying the flipped classroom model integrated Numbered Head Together (NHT) while the control group applied traditional learning. Student self-efficacy was measured using a self-efficacy questionnaire while student learning achievement was measured using a learning achievement test. Hypothesis test of learning achievement test and self-efficacy questionnaire using t-test. The results of the independent t-test on the posttest value showed that the average posttest value of the experimental group was higher than the control group. Hypothesis testing of the self-efficacy questionnaire with independent t-test on the post-questionnaire showed the level of self-efficacy in the experimental group after being given treatment, higher than the control group. The conclusion of this study is that the application of the flipped classroom model integrated Numbered Head Together (NHT) can improve self-efficacy and student learning achievement on colloid topics.
Analysis of Students’ Conceptual Understanding on Colloidal Materials Through the Flipped Classroom Learning Model Integrated Peer-Instruction Tasya Fatacharmita; Tritiyatma Hadinugrahaningsih; Irwanto Irwanto
Journal of Computers for Science and Mathematics Learning Vol. 1 No. 2 (2024): Journal of Computer for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/thnvb502

Abstract

This study aims to obtain an overview of students’ conceptual understanding on colloidal materials by applying the flipped classroom integrated with peer-instruction. The research method used is qualitative method. This research was conducted at SMA Negeri 8 Depok in the even semester of the 2021/2022 academic year. The research subjects were students of class XI IPA 3 which amounted to 39 students. Research data were collected from observation sheets, reflective journals, researcher notes, conceptual understanding sheets, conceptual understanding test, and interviews. In this study, to analyze the categories of students’ conceptual understanding level used categories adapted from Abraham et al. (1992), namely understanding, lack of understanding, misconceptions, not understanding, and no response. Learning was conducted face-to-face used flipped classroom integrated peer-instruction. The flipped classroom integrated peer-instruction learning model consist of three stages, namely pre-class learning, in-class learning, and after-class learning. During in-class learning, students were given a ConcepTest. The percentage of ConcepTest results was 30% - 70% so that learning continued with group discussion. In all colloidal sub-materials, the majority of students were in the “understand” category with an average percentage of 60,17%. The conclusion of this study is that the flipped classroom learning model integrated with peer-instruction can help students develop students’ conceptual understanding of colloidal material. The integrated flipped classroom and peer instruction can be an alternative in learning activities to develop students’ conceptual understanding.
Co-Authors Irwanto Irwanto Melati Melati Tasya Fatacharmita