KEMAMPUAN BERPIKIR TINGKAT TINGGI SISWA KELAS XI DALAM PELAJARAN FISIKA MENGGUNAKAN METODE FLIPPED CLASSROOM READING ASSIGNMENT DAN FLIPPED CLASSROOM VIDEO

• Main Author: Arief Ranggajalu, - (Author)
• Format: Book
• Published: 2023-07-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/105286/1/S_FIS_1804379_Title.pdf; http://repository.upi.edu/105286/2/S_FIS_1804379_Chapter1.pdf; http://repository.upi.edu/105286/3/S_FIS_1804379_Chapter2.pdf; http://repository.upi.edu/105286/4/S_FIS_1804379_Chapter3.pdf; http://repository.upi.edu/105286/5/S_FIS_1804379_Chapter4.pdf; http://repository.upi.edu/105286/6/S_FIS_1804379_Chapter5.pdf; http://repository.upi.edu/105286/7/S_FIS_1804379_Appendix.pdf
• Keywords: L Education (General)

Penelitian ini dilatarbelakangi oleh rendahnya keterampilan berpikir tingkat tinggi siswa di Indonesia berdasarkan hasil kajian INAP dan juga PISA 2018. Keterampilan berpikir tingkat tinggi ini dapat ditingkatkan dengan penerapan pembelajaran menggunakan flipped classroom. Secara umum terdapat dua jenis kegiatan pra-kelas yang banyak digunakan diantaranya menggunakan video pembelajaran atau teks reading assignment. Penelitian ini bertujuan untuk memberikan gambaran tentang peningkatan kemampuan berpikir tingkat tinggi menggunakan kegiatan pra-kelas flipped classroom yang berbeda yaitu video pembelajaran dan teks reading assignment. Penelitian ini menggunakan One-group pretest-posttest design dengan jumlah sampel penelitian 34 untuk kelas eksperimen pertama menggunakan teks reading assignment dan 35 untuk kelas eksperimen kedua menggunakan video pembelajaran. Instrumen yang digunakan diantaranya pre-test dan post-test kemampuan berpikir tingkat tinggi siswa dalam bentuk pilihan ganda beralasan, lembar observasi keterlaksanaan, tugas kuis pra-kelas dan LKPD. Teknik analisis menggunakan perhitungan N-Gain, uji independen t-test dan statistik deskriptif. Hasil penelitian menunjukan bahwa baik metode flipped classroom reading assignment maupun video dapat meningkatkan kemampuan berpikir tingkat tinggi siswa pada kategori sedang, dengan besar peningkatan N-gain pada flipped classroom video lebih tinggi (0,51) dibandingkan dengan flipped classroom reading assignment (0,40). Secara keseluruhan metode flipped classroom video juga menunjukan performa yang lebih baik dibandingkan flipped classroom reading assignment pada hasil kuis pra-kelas maupun LKPD. This research is motivated by the low level of higher-order thinking skills of students in Indonesia based on the study result of the INAP and 2018 PISA. It is known that these higher-order thinking skills can be improved by implementing learning using a flipped classroom. In general, there are two types of pre-class activities that are widely used in flipped classroom, including using lecture video or reading assignments text. This study aims to provide an overview of improving students' higher-order thinking skills using those different flipped classroom pre-class activities. This study used a One-group pretest-posttest design with a sample size of 34 for the first experimental class using reading assignment texts and 35 for the second experimental class using lecture videos. The instruments used included pre-test and post-test of students' higher order thinking skills in the form of reasoned multiple choice, implementation observation sheets, pre-class quiz assignments and students worksheet. The analysis technique uses N-Gain calculations, independent t-test and descriptive statistics. The results of the study show that both the flipped classroom reading assignment and video can improve students' high-order thinking skills in the moderate category, with a higher N-gain increase in flipped classroom video assignments (0.51) compared to flipped classroom reading assignments (0.40). Overall the flipped classroom video also shows better performance than flipped classroom reading assignments on pre-class quiz results and worksheets.