KESAN PEMBELAJARAN FLIPPED CLASSROOM TERHADAP SIKAP BAGI PENYELESAIAN MASALAH BAGI ALGEBRA

Abstract

Flipped classroom method is an innovation in teaching and learning of Additional Mathematic for algebra component based on suggestion by the Ministry of Education. Attitud toward problem solving is an important element for students mastering algebraic componenents in Additional Mathematics. With that, the purpose of this quasi-experimental study was determine the effects of flipped classroom attitude toward problem solving. The treatment group (n=36) was given a flipped classroom learning environmrnt while the control group (n=34) received instruction in a convesional learning environment. In order to control the difference in the dependent variables, a pre-test was administered before the study is conducted. After 9 weeks of treatment period, both groups were given a-post test. The pre test and the post test were analyzed using Multivariate Analysis of Variance (MANOVA) followed by univariate Analysis of Variance (ANOVA). The MANOVA results revealed the overall significant differences between the flipped classroom learning aand the conversional groups in the areas of willingness, perseverance and confidence. The ANOVA showed the attitude toward problem solving were found to be statistically significant. The effect size was moderate and therefore pracyically meaningful. It’s hoped that this study will give an idea to the teachers and students use FC method during teaching and learning session for Additional Mathematics.