THE EFFECT OF FLIPPED CLASSROOM LEARNING ON REASONING ABILITY IN TERMS OF STUDENTS' MATHEMATICAL ACHIEVEMENT

Abstract

This research is motivated by the results of the PISA study which shows that the mathematical reasoning abilities of Indonesian students are still low, this is evidenced that Indonesian students in the PISA competition only reach level 4. One solution that is considered capable of solving this problem is by using the flipped classroom learning model for class VIII students of MTS Al-Sa'adah. This study aims to determine the effect of flipped classroom learning on reasoning abilities in terms of students' mathematical achievement. This research is included in the quantitative research with a post-test control group design. The population in this study were all VIII MTS Al-Sa'adah as many as 84 students and obtained a sample of class VIII B as many as 24 students as an experimental class and VIII A as many as 25 students as a control class with the sampling technique used in this study is a type of cluster random sampling. The results of the study prove that there is an influence of the flipped classroom learning model on reasoning abilities in terms of student achievement. This is evidenced by the results of statistical calculations with the t test obtained sig. 0.038 < sig. 0.05. Likewise with the results of the one-way ANOVA test which concluded that there were differences in the average mathematical abilities of students who had high, medium and low achievements after using the flipped classroom learning model. This is evidenced by the statistical test results of sig. 0.00 < sig. 0.05.