Development of an E-Flipped Classroom Learning Model to Improve Mathematics Students' High Level Thinking Ability
DOI:
https://doi.org/10.24203/ajas.v9i6.6804Keywords:
Floating, Mathematics, Higher Order Thinking Ability, E-Flipped ClassroomAbstract
The purpose of this study was to create an e-flipped classroom learning paradigm to help mathematics students enhance their higher order thinking skills. This study is a research development, often known as R&D. In this study, the development model proceeded through the stages of conceptual model, theoretical model, hypothetical model, and final model. The learning devices created in the form of prototypes are restricted to eight disciplines as a consequence of the design of learning devices achieved. The method for building the e-flipped classroom model to increase higher order thinking abilities is separated into three stages: pre-development activities, development activities, and model implementation activities. Validation sheets, observation sheets, questionnaires, and assessment sheets were utilized as study instruments. Validity, practicability, and effectiveness data analysis approaches are employed. The study's findings show that: (1) the e-flipped classroom model was developed to improve the parts that have been obstacles to its use thus far; (2) the flipped classroom model is not only a combination of online and offline but also allows for full online conditions; (3) the model is designed to train students' high-level thinking skills through several supportive activities; and (4) the devices used. Thus, based on the study findings, the e-flipped classroom concept and its learning aids satisfy the requirements for being valid, practical, and successful.
References
Alismail, H. A., & McGuire, D. P. (2015). 21st Century Standards and Curriculum: Current Research and Practice. Journal of Education and Practice, 6(6), 6.
Arifani, N. H., As’ari, A. R., & Abadyo, A. (2017). PROSES BERPIKIR SISWA KELAS VIII DALAM MENYELESAIKAN SOAL MATEMATIKA TIMSS MATERI BESAR SUDUT DALAM BENTUK GEOMETRIS. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2(7), 946–954. https://doi.org/10.17977/jptpp.v2i7.9677
As’ari, A. R., & Irawan, E. B. (2016). Variasi Konstruk Dalam Pembelajaran Matematika. Bintang Sejahtera.
Burns, P. C., Roe, B. D., & Ross, E. P. (1996). Teaching Reading In today’s Elementary School. Houghton Mifflin.
Chai, C. S., & Kong, S.-C. (2017). Professional learning for 21st century education. Journal of Computers in Education, 4(1), 1–4. https://doi.org/10.1007/s40692-016-0069-y
Dept of Educational Foundations, University of Lagos,- Lagos State, Nigeria, & Chukwuyenum, A. N. (2013). Impact of Critical thinking on Performance in Mathematics among Senior Secondary School Students in Lagos State. IOSR Journal of Research & Method in Education (IOSRJRME), 3(5), 18–25. https://doi.org/10.9790/7388-0351825
Fitri, H., Dasna, I. W., & Suharjo, S. (2018). Pengaruh Model Project Based Learning (PjBL) Terhadap Kemampuan Berpikir Tingkat Tinggi Ditinjau dari Motivasi Berprestasi Siswa Kelas IV Sekolah Dasar. Briliant: Jurnal Riset Dan Konseptual, 3(2), 201–212. https://doi.org/10.28926/briliant.v3i2.187
Grønmo, L. S., Lindquist, M., Arora, A., & Mullis, I. V. S. (2015). T15 Frameworks Full Book. Timss & Pirls. https://timssandpirls.bc.edu/timss2015/downloads/T15_Frameworks_Full_Book.pdf
Joyce, B., Weil, M., & Calhoun, E. (2011). Models of Teaching: Model-Model Pengajaran (8th Ed). Pustaka Pelajar.
Mahanal, S. (2019). View of Asesmen Keterampilan Berpikir Tingkat Tinggi. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 3(2), 1–23.
Niswara, R., Muhajir, M., & Untari, M. F. A. (2019). Pengaruh Model Project Based Learning Terhadap High Order Thinking Skill. MIMBAR PGSD Undiksha, 7(2), Article 2. https://doi.org/10.23887/jjpgsd.v7i2.17493
Noma, L. D., Prayitno, B. A., & Suwarno, S. (2016). Problem Based Learning to Improve HOTS of High School Students. Bioedukasi: Jurnal Pendidikan Biologi, 9(2), 62–66. https://doi.org/10.20961/bioedukasi-uns.v9i2.4222
OECD. (2019). PISA 2018 Results: COMBINED EXECUTIVE SUMMARIES VOLUME I, II & III.
Pamungkas, D., Mawardi, M., & Astuti, S. (2019). Peningkatan Keterampilan Berpikir Kritis dan Hasil Belajar Matematika Pada Siswa Kelas 4 Melalui Penerapan Model Problem Based Learning. Jurnal Ilmiah Sekolah Dasar, 3(2), 212–219. https://doi.org/10.23887/jisd.v3i2.17774
Peter, E. (2012). Critical thinking: Essence for teaching mathematics and mathematics problem solving skills. African Journal of Mathematics and Computer Science Research, 5(3), 39–43. https://doi.org/10.5897/AJMCSR11.161
Plomp, T., & Nieveen, N. M. (2010). An introduction to educational design research: Proceedings of the seminar conducted at the East China Normal University, Shanghai (PR China), November 23-26, 2007 (SLO, Enschede). SLO. file:///C:/Users/lenovo/AppData/Local/Temp/educational-design-research-part-a.pdf
Pratiwi, D. (2016). ANALISIS KETERAMPILAN BERPIKIR KRITIS MAHASISWA CALON GURU BIOLOGI MELALUI PEMBELAJARAN KOOPERATIF PADA MATA KULIAH DESAIN PEMBELAJARAN 2014/2015. Jurnal Pendidikan Matematika Dan IPA, 6(2), 13–25. https://doi.org/10.26418/jpmipa.v6i2.17336
Protheroe, N. (2007). What Does Good Math Instruction Look Like? Principal, 5.
Sari, Y. I., & Putra, D. F. (2015). Pengaruh Model Pembelajaran Treffinger terhadap Kemampuan Berpikir Kritis dan Kreatif Mahasiswa Universitas Kanjuruhan Malang. Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktek dalam Bidang Pendidikan dan Ilmu Geografi, 20(2), 30–38. https://doi.org/10.17977/jpg.v20i2.290
Wiwin, W., Sujana, A., & Julia, J. (2017). PEMBELAJARAN BERBASIS MASALAH DALAM MENINGKATKAN KETERAMPILAN BERPIKIR KREATIF SISWA KELAS III SDN SUKARAJA II PADA MATERI PELESTARIAN LINGKUNGAN. Jurnal Pena Ilmiah, 2(1), 341–350. https://doi.org/10.17509/jpi.v2i1.10669
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Andi Ika Prasasti Abrar, Hamzah Upu, Asdar
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Papers must be submitted on the understanding that they have not been published elsewhere (except in the form of an abstract or as part of a published lecture, review, or thesis) and are not currently under consideration by another journal published by any other publisher.
- It is also the authors responsibility to ensure that the articles emanating from a particular source are submitted with the necessary approval.
- The authors warrant that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required.
- The authors ensure that all the references carefully and they are accurate in the text as well as in the list of references (and vice versa).
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-NonCommercial 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.