PENGARUH MODEL FLIPPED CLASSROOM TERHADAP HASIL BELAJAR PADA MATERI MITIGASI BENCANA ALAM DI KELAS XI IPS SMA NEGERI 1 NGAMPRAH

• Main Author: Fika Auliana Tiary, - (Author)
• Format: Book
• Published: 2023-08-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/113958/8/S_GEO_1905388_Title.pdf; http://repository.upi.edu/113958/2/S_GEO_1905388_Chapter1.pdf; http://repository.upi.edu/113958/3/S_GEO_1905388_Chapter2.pdf; http://repository.upi.edu/113958/4/S_GEO_1905388_Chapter3.pdf; http://repository.upi.edu/113958/5/S_GEO_1905388_Chapter4.pdf; http://repository.upi.edu/113958/6/S_GEO_1905388_Chapter5.pdf; http://repository.upi.edu/113958/7/S_GEO_1905388_Appendix.pdf
• Keywords: G Geography (General); L Education (General); LB1603 Secondary Education. High schools

Hasil belajar merupakan penguasaan yang didapatkan peserta didik setelah menyerap pengetahuan selepas melaksanakan kegiatan pembelajaran. Penggunaan model flipped classroom diukur dari aspek kognitif, afektif, serta psikomotor. Hasil penilaian terhadap ketiga aspek tersebut masih rendah. Tujuan penelitian ini ialah untuk menganalisis perbedaan hasil belajar peserta didik sebelum dan setelah perlakuan serta pengaruhnya terhadap hasil belajar di kelas eksperimen. Penelitian ini menggunakan metode eksperimen dengan Pre-test Pots-test Design. Variabel penelitian ini terdiri dari model flipped classroom sebagai variabel bebas dan hasil belajar sebagai variabel terikat. Subjek penelitian ini yaitu XI IPS 1 sebagai kelas eksperimen dan XI IPS 3 sebagai kelas kontrol. Instrumen penelitian yang digunakan yakni tes penilaian, observasi, dan tugas. Analisis data menggunakan uji normalitas, uji homogenitas, uji hipotesism dan uji regresi linier sederhana. Hasil penelitian menunjukan 1) Hasil belajar di kelas eksperimen antara nilai pre-test dan post-test menunjukan perbedaan yang signifikan, sementara perbedaan di kelas kontrol mengalami perubahan namun tidak sebesar kelas eksperimen. 2) Model pembelajaran flipped classroom ini berpengaruh terhadap hasil belajar peserta didik diantaranya aspek kognitif dan aspek psikomotor namun untuk aspek afektif tergolong masih rendah. Model flipped classroom berpengaruh positif terhadap peningkatan hasil belajar peserta didik pada materi mitigasi bencana alam di kelas XI IPS 1 SMA Negeri 1 Ngamprah. Untuk meningkatkan aspek afektif guru geografi diharapkan dapat membina kesadaran emosional peserta didik melalui cara kritis rasional serta guru geografi dapat mengembangkan metode pembelajaran yang lebih bervariasi. Learning outcomes are the mastery students gain after absorbing knowledge after carrying out learning activities. The use of the flipped classroom model is measured from cognitive, affective and psychomotor aspects. The assessment results for these three aspects are still low. The aim of this research is to analyze differences in student learning outcomes before and after treatment and their influence on learning outcomes in the experimental class. This research uses an experimental method with Pre-test Pots-test Design. This research variable consists of the flipped classroom model as the independent variable and learning outcomes as the dependent variable. The subjects of this research were XI IPS 1 as the experimental class and XI IPS 3 as the control class. The research instruments used were assessment tests, observations and assignments. Data analysis uses normality test, homogeneity test, hypothesis test and simple linear regression test. The research results showed 1) The learning outcomes in the experimental class between the pre-test and post-test scores showed significant differences, while the differences in the control class experienced changes but were not as big as those in the experimental class. 2) This flipped classroom learning model has an influence on student learning outcomes including cognitive aspects and psychomotor aspects, but the affective aspects are still relatively low. The flipped classroom model has a positive effect on improving student learning outcomes in natural disaster mitigation material in class XI IPS 1 SMA Negeri 1 Ngamprah. To improve the affective aspect, geography teachers are expected to be able to foster students' emotional awareness through rational critical means and geography teachers can develop more varied learning methods.