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All Journal Waspada : Jurnal Wawasan Pengembangan Pendidikan
Fakih, Moh
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Education Languange, Linguistic, Communication & Media

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Pengaruh Model Flipped Classroom terhadap Peningkatan Hasil Belajar SBdP Siswa Kelas III SDN Pasekan 03 Ambarawa Noviandani, Syela; Fakih, Moh; Sarwono, Ridha
WASPADA (Jurnal Wawasan Pengembangan Pendidikan) Vol 11, No 1 (2023): WASPADA
Publisher : Faculty of Teacher Training and Education of Undaris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61689/waspada.v11i1.410

Abstract

The background of this research is that the performance test assignments that are done at home will certainly be made by the students' parents and the lack of time at school to carry out performance test activities which results in low student learning outcomes in SBdP learning. The formulation of the problem is whether there is an effect of the flipped classroom model on increasing the learning outcomes of SBdP grade III students at SDN Pasekan 03 Ambarawa Even Semester 2022/2023 Academic Year. This study aims to describe the effect of the flipped classroom model on improving the learning outcomes of SBdP grade III students at SDN Pasekan 03 Ambarawa Even Semester 2022/2023 Academic Year. The design used in this research is Post test-Only Control Design. The research population was all third grade students at SDN Pasekan 03 Ambarawa. The sampling technique in this study was by using a random class sampling technique or Cluster Random Sampling with a sample of 34 students (17 students in the Experiment class and 17 students in the Control class). This research was conducted from January to February 2023 at SDN Pasekan 03 Ambarawa. The variables studied included: the Flipped Classroom learning model and SBdP learning outcomes. Data collection techniques in this study are tests and observations. Data analysis used inferential analysis techniques to describe the effect of SBdP learning outcomes in the form of student performance tests. The results showed that: the Flipped Classroom model had an effect on student learning outcomes. This can be seen by the differences in learning outcomes in the control class and the experimental class. Learning outcomes in classes that use the Flipped Classroom model increase compared to the control class.Keywords: Flipped Classroom Model, SBdP learning outcomes
Peningkatan Hasil Belajar Matematika Materi Pecahan melalui Model Pembelajaran Kontekstual bermuatan Etnomatematika pada Siswa Kelas III Ermawati, Dewi; Sri Legowo, Yogi Ageng; Fakih, Moh
WASPADA (Jurnal Wawasan Pengembangan Pendidikan) Vol 11, No 1 (2023): WASPADA
Publisher : Faculty of Teacher Training and Education of Undaris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61689/waspada.v11i1.402

Abstract

Low mathematics learning outcomes, low student learning activity in learning mathematics and low teacher skills in teaching because the teacher only uses the lecture learning model. This type of research is classroom action research. This study aims to improve the learning outcomes of mathematics in fraction material in class III students of Lerep 04 Public Elementary School in the 2022/2023 academic year through the application of an ethnomathematics-laden contextual model. The subjects of this study were 21 students of class III SDN Lerep 04, consisting of 8 boys and 13 girls. This research was conducted on 23 February - 4 March 2023 at SDN Lerep 04. The research instruments were (1) tests to measure class III student learning outcomes, (2) non-tests in the form of observation sheets to observe teacher teaching skills and student learning activities in learning. Data analysis techniques using quantitative and qualitative data analysis. The results of the study show that the ethnomathematics-loaded contextual loaded model can improve student learning outcomes. This is evidenced by the acquisition in the first cycle of learning outcomes of 53% (11 students) completing KKM, teaching teacher skills 2.32 (good enough), and student learning activities 57% (12 students). Cycle II learning outcomes by 67% (14 students) complete KKM, teacher skills 2.72 (Good), and student learning activities by 71% (15 students). Cycle III learning outcomes were 86% (18 students) complete KKM, teacher teaching skills were 3.36 in the Very Good category, as well as student learning activities 85% (18 students) in the Good category.
Co-Authors Dewi Ermawati, Dewi Noviandani, Syela Sarwono, Ridha Yogi Ageng Sri Legowo