Meningkatkan Keterampilan Berpikir Kritis Matematika Mahasiswa Melalui Pemanfaatan Video Pada Pembelajaran Virtual Flipped Classroom

Arbain Arbain (Universitas Sembilanbelas November Kolaka)

EDU-MAT: Jurnal Pendidikan Matematika
Vol 10, No 1 (2022)

Penelitian ini bertujuan untuk mengetahui dampak pemanfaatan video pada pembelajaran virtual flipped classroom terhadap keterampilan berpikir kritis matematika mahasiswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain one group pretest-posttest design. Sampel penelitian terdiri dari 16 orang mahasiswa pendidikan matematika USN Kolaka yang mengikuti mata kuliah matematika diskrit semester genap tahun akademik 2020/2021. Statistik deskriptif berupa ratan, standar deviasi, dan N-gain digunakan untuk memperoleh gambaran keterampilan berpikir kritis mahasiswa. Statistik inferensial berupa uji paired sample t test digunakan untuk mengetahui perbedaan rata-rata skor pketerampilan berpikir kritis matematika mahasiswa sebelum dan sesudah perlakuan. Hasil analisis deskriptif menunjukkan bahwa keterampilan berpikir kritis matematika mahasiswa meningkat dengan kriteria peningkatan sedang sebanyak 10 orang atau 62,5% dan kriteria peningkatan rendah sebanyak 6 orang atau 37,5%. Hasil uji t diperoleh peningkatan keterampilan berpikir kritis matematika signifikan. Hasil penelitian menunjukkan bahwa pemanfaatan video pada pembelajaran virtual flipped classroom berkontribusi positif terhadap keterampilan berpikir kritis matematika mahasiswa.   Kata kunci: Keterampilan berpikir kritis, Video pembelajaran, Virtual flipped classroom Abstract: This study aims to determine the impact of using video on virtual flipped classroom learning on students' critical thinking skills in mathematics. This study uses a quantitative approach with a one-group pretest-posttest design. The research sample consists of 16 mathematics education students at USN Kolaka who took discrete mathematics courses in the even semesters of the 2020/2021 academic year. Descriptive statistics in the form of mean, standard deviation, and N-gain are used to obtain an overview of students' critical thinking skills. Inferential statistics in the form of paired sample t-test were used to determine the difference in the average score of students' mathematical critical thinking skills before and after treatment. The results of the descriptive analysis showed that the students' critical thinking skills in mathematics increased with the criteria of moderate improvement as many as 10 people or 62.5% and the criteria of low improvement as many as 6 people or 37.5%. The results of the t-test obtained a significant increase in critical thinking skills in mathematics. The results showed that the use of video in virtual flipped classroom learning contributed positively to students' critical thinking skills in mathematics. Keywords: Critical thingking skills, Learning videos, Virtual flipped classroom