MODEL FLIPPED CLASSROOM MENGGUNAKAN PENDEKATAN PROBLEM BASED LEARNING
DOI:
https://doi.org/10.12928/jp.v3i3.941Keywords:
Pelatihan, Pendampingan, Flipped Classroom, PBL, MatematikaAbstract
SD Muhammadiyah Kleco merupakan salah satu Sekolah Dasar bagian dari SD Muhammadiyah Kleco terpadu yang berupaya untuk meningkatkan kemampuan pemahaman konsep dan keterampilan berpikir HOTS (High Order Thinking Skills). Peningkatan kemampuan siswa ini, diupayakan dengan cara menerapkan model-model pembelajaran inovatif, bukan sekedar pembelajaran transmisif yang menyampaikan konsep-konsep matematika secara langsung kepada siswa. Guru berharap dapat menerapkan suatu model pembelajaran berbasis teknologi informasi yang dapat mengembangkan kemampuan representasi, berkolaborasi, dan menilai proses pembelajaran. Model pembelajaran Flipped classroom adalah salah satu model pembelajaran yang berpusat pada siswa untuk meningkatkan efektifitas pembelajaran dengan berbasis IT. Model ini dapat diimplementasikan dengan menggunakan berbagai pendekatan yang bersifat student centered untuk mengaktifkan keterampilan berpikir kritis maupun kreatif siswa sesuai dengan karakteristik pendekatan saintifik yang disarankan dalam penerapan kurikulum 2013. Salah satu pendekatan yang sesuai adalah pendekatan Problem Based Learning. Implementasi pelatihan terkait model pembelajaran matematika berbasis Flipped classroom dengan pendekatan problem based learning ini, diharapkan dapat menjadi salah satu alternatif yang mengefektifkan model pembelajaran matematika di SD Muhammadiyah Kleco.References
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Herreid, C.F., & Schiller, N.A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
Johnson, G.B. (2013). Student Perceptions of The Flipped Classroom. Columbia: The University of British Columbia.
Mukhopadhyay, M. (1995). Shifting paradigms in open and distance education. (Paper Presented before the IDLN First International Symposium in Yogyakarta). Jakarta IDLN-Pustekkom.
Roehl, A., Linga, A., & Shannon, G.J. (2013). The flipped classroom: An opportunity to engage millennial students though active learning strategies. Journal of Family & Consumer Science, 105(2), 44-49.
Zhou, G.Q., & Jiang, X.F. (2014). Theoretical research and instructional design of the flipped classroom. In Applied Mechanics and Materials (Vol. 543, pp. 4312-4315). Trans Tech Publications.
Enfield, J. (2013). Look at the impact of the flipped classroom model of instruction on undergraduate multimedia student at CSUN. Tech Trends, 57(6), 14-27.
Gabric, K., & Ludovice, T. (2001). The effect of problem-based learning on long-term content retention. Illinois Mathematics and Science Academy, Smithsonian Research and Diffusion Network, 8, 69-86.
Gallager, S., Stepien, W., & Rosenthal, H. (1992). The effects of problem-based learning on problem solving. Gifted Child Quarterly, 36(4), 195-200.
Herreid, C.F., & Schiller, N.A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
Johnson, G.B. (2013). Student Perceptions of The Flipped Classroom. Columbia: The University of British Columbia.
Mukhopadhyay, M. (1995). Shifting paradigms in open and distance education. (Paper Presented before the IDLN First International Symposium in Yogyakarta). Jakarta IDLN-Pustekkom.
Roehl, A., Linga, A., & Shannon, G.J. (2013). The flipped classroom: An opportunity to engage millennial students though active learning strategies. Journal of Family & Consumer Science, 105(2), 44-49.
Zhou, G.Q., & Jiang, X.F. (2014). Theoretical research and instructional design of the flipped classroom. In Applied Mechanics and Materials (Vol. 543, pp. 4312-4315). Trans Tech Publications.
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2019-12-06
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