PENGARUH KEMANDIRIAN BELAJAR SISWA TERHADAP MATHEMATICAL RESILIENCE DALAM MODEL PEMBELAJARAN FLIPPED CLASSROOM DI MASA PASCA COVID-19

DWI, ANDRIANI (2024) PENGARUH KEMANDIRIAN BELAJAR SISWA TERHADAP MATHEMATICAL RESILIENCE DALAM MODEL PEMBELAJARAN FLIPPED CLASSROOM DI MASA PASCA COVID-19. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Mathematical Resilience merupakan salah satu kemampuan matematika yang perlu dikuasai oleh setiap peserta didik guna menunjang peserta didik dalam proses belajar matematika. Berdasarkan hasil studi penelitian menunjukkan bahwa hasil belajar peserta didik kelas VIII di SMP Negeri 41 Bandar Lampung masih tergolong rendah, hal ini terlihat dari hasil PTS tahun ajaran 2022/2023 dimana peserta didik yang memperoleh nilai diatas KKM (nilai ) sebanyak 66 dari 192 peserta didik. Peneliti tertarik untuk menerapkan model pembelajaran yang dapat meningkatkan mathematical resilience peserta didik. Tujuan penelitian ini adalah untuk mengetahui pengaruh kemandirian belajar siswa terhadap Mathematical Resilience dalam model pembelajaran Flipped Classroom di masa pasca Covid-19. Penelitian ini merupakan jenis penelitian Quasy Eksperimental Design dengan rancangan penelitian faktorial . Sampel dalam penelitian ini adalah peserta didik kelas VIII.4 dan VIII.5 di SMP Negeri 41 Bandar Lampung. Teknik pengambilan sampel yang digunakan adalah Cluster Random Sampling (teknik acak kelas). Teknik pengumpulan data dalam penelitian ini berupa tes dan angket. Teknik analisis data yang digunakan yaitu uji Normalitas dan uji Homogenitas. Pengujian hipotesis dalam penelitian ini menggunakan Uji Anova Dua Jalan. Berdasarkan hasil penelitian dan perhitungan uji Anova Dua Jalan, diperoleh kesimpulan bahwa terdapat pengaruh model pembelajaran Flipped Classroom terhadap mathematical resilience peserta didik. Tidak terdapat pengaruh peserta didik yang memiliki kategori kemandirian belajar dengan kategori tinggi, sedang, dan rendah terhadap mathematical resilience peserta didik. Tidak terdapat interaksi antara perlakuan model pembelajaran model pembelajaran Flipped Classroom dan kategori kemandirian belajar terhadap mathematical resilience. Kata Kunci: Model Pembelajaran Flipped Classroom, Mathematical Resilience, Kemandirian Belajar ABSTRACT Mathematical Resilience is one of the mathematical skills that every student needs to master in order to support students in the mathematics learning process. Based on the results of research studies, it shows that the learning outcomes of class VIII students at SMP Negeri 41 Bandar Lampung are still relatively low, this can be seen from the PTS results for the 2022/2023 academic year where students who obtained scores above the KKM (score ≥72) were 66 out of 192 learners. Researchers are interested in implementing learning models that can increase students' mathematical resilience. The aim of this research is to determine the effect of student learning independence on Mathematical Resilience in the Flipped Classroom learning model in the post-Covid-19 era. This research is a type of Quasy Experimental Design research with a 2×3 factorial research design. The samples in this research were students in classes VIII.4 and VIII.5 at SMP Negeri 41 Bandar Lampung. The sampling technique used is Cluster Random Sampling (class random technique). Data collection techniques in this research took the form of tests and questionnaires. The data analysis techniques used are the Normality test and Homogeneity test. Hypothesis testing in this research uses the Two Way Anova Test. Based on the research results and calculations of the Two Way Anova test, it was concluded that there is an influence of the Flipped Classroom learning model on students' mathematical resilience. There is no influence of students who have learning independence categories in the high, medium and low categories on students' mathematical resilience. There is no interaction between the treatment of the Flipped Classroom learning model and the learning independence category on mathematical resilience. Keywords: Flipped Classroom Learning Model, Mathematical Resilience, Learning Independence

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