PENGARUH FLIPPED CLASSROOM TERHADAP KEMAMPUAN KONEKSI MATEMATIS DAN MATH ANXIETY SISWA SMK

Penulis

DOI:

https://doi.org/10.31100/histogram.v9i1.4166

Kata Kunci:

Flipped Classroom, Kemampuan Koneksi Matematis, Math Anxiety

Abstrak

ABSTRAK

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran kelas terbalik (flipped classroom) terhadap kecemasan matematika dan keterampilan koneksi matematis siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi-eksperimen. Sebanyak 20 siswa kelas X TKJ di SMK Utama Bandar Lampung dipilih sebagai sampel penelitian. Instrumen yang digunakan berupa angket kecemasan matematika dan tes keterampilan koneksi matematis, yang kemudian dianalisis menggunakan uji statistik dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa model kelas terbalik dapat menurunkan tingkat kecemasan matematika siswa, ditunjukkan oleh nilai signifikansi 0,776 (> 0,05), sehingga H0 diterima. Sementara itu, kemampuan koneksi matematis siswa menunjukkan perbedaan yang signifikan, dengan nilai signifikansi 0,124 dan hasil uji hipotesis yang menunjukkan penolakan H0. Selain itu, uji-F terhadap kedua variabel menghasilkan nilai signifikansi < 0,05 dengan selisih 0,02, yang menandakan adanya pengaruh simultan model kelas terbalik terhadap kecemasan matematika dan keterampilan koneksi matematis. Dengan demikian, penerapan model pembelajaran kelas terbalik berpengaruh positif terhadap pengurangan kecemasan matematika serta peningkatan keterampilan koneksi matematis siswa pada mata pelajaran matematika.

ABSTRACT

This study aims to examine the effect of the flipped classroom learning model on students’ mathematics anxiety and mathematical connection skills. A quantitative approach with a quasi-experimental method was employed. The research involved 20 tenth-grade Computer Network Engineering students at SMK Utama Bandar Lampung as the sample. The instruments used included a mathematics anxiety questionnaire and a mathematical connection skills test, which were analyzed using statistical tests at a 0.05 significance level. The findings revealed that the flipped classroom model effectively reduced students’ mathematics anxiety, as indicated by a significance value of 0.776 (>0.05), leading to the acceptance of the null hypothesis (H0). Meanwhile, students’ mathematical connection skills showed significant improvement, with a significance value of 0.124 and hypothesis testing results indicating the rejection of the null hypothesis (H0). Furthermore, the F-test results for both variables showed a significance value below 0.05 with a difference of 0.02, indicating a simultaneous effect of the flipped classroom model on mathematics anxiety and mathematical connection skills. In conclusion, the implementation of the flipped classroom learning model positively impacts reducing mathematics anxiety and improving students’ mathematical connection skills in mathematics learning.

Referensi

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Unduhan

Diterbitkan

2025-03-31

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Vol 9 No 1 (2025): Histogram: Jurnal Pendidikan Matematika

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Hak Cipta (c) 2025 Siti Soviah, Fungky Marian, Suryatul Aini Ashyar

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