The Flipped Classroom Strategy using Learning Video: Applied toward the Ability to Understand Mathematical Concept. (February 2019)

• Record Type: Journal Article
• Authors: Sari, L P; Handika, M; Rosita, E; Sari, M; Anggoro, B S; Putra, F G
• Is Part Of: Journal of physics. Volume 1155(2019)
• Publication Date: 2019-02
• Subjects: Physics -- Congresses; 530.5
• DOI: 10.1088/1742-6596/1155/1/012088
• Languages: English
• ISSNs: 1742-6588

Abstract

Abstract: This article aimed to determine the effect of flipped classroom learning models using interactive video on understanding mathematical concepts in students. This type of research was quantitative research. The technique of data collection used was random class technique. The data analysis technique used was the Anava 2 way hypothesis test, but first, a normality and homogeneity test was carried out. From the results of the study, there are differences in mathematics learning outcome of students who use the Flipped Classroom model using learning videos with those using conventional method. Furthermore, the results of the ability to understand the concepts of students using the Flipped Classroom model using video learning was better than using conventional methods. Based on the conclusions, the researcher suggested that the teachers have to use the Flipped Classroom method using learning video to improve students' ability to understand concepts. Based on this, it can be concluded that the Flipped Classroom model with learning videos and student learning style can influence students' mathematical reasoning abilities.