EFEKTIVITAS PEMBELAJARAN MODEL FLIPPED CLASSROOM DITINJAU DARI BERPIKIR KRITIS DAN LEARNING PERSISTENCE
Keywords:
Flipped Classroom, Berpikir Kritis, Learning PersistenceAbstract
Penelitian ini bertujuan untuk mendeskripsikan efektivitas pembelajaran model flipped classroom ditinjau dari kemampuan berpikir kritis dan learning persistence mahasiswa PGSD pada matakuliah konsep dasar matematika SD. Penelitian ini adalah penelitian kuasi eksperimen dengan model pretest-posttest control group design sehingga terdapat kelas eksperimen dan kelas kontrol. Populasi penelitian merupakan mahasiswa PGSD Universitas Katolik Santo Thomas dengan cluster random sampling. Instrumen penelitian berupa lembar observasi, pretest-posttest kemampuan berpikir kritis, dan angket learning persistence siswa, yang telah divalidasi. Analisis data yang digunakan adalah uji beda rata-rata multivariat T2 Hotteling’s dan uji t-test. Hasil penelitian menunjukkan bahwa: (1) terdapat ≥ 75% mahasiswa tuntas mencapai KKTP (minimal 75) dalam kemampuan berpikir kritis; (2) terdapat ≥ 75% mahasiswa memiliki learning persistence pada kategori tinggi (skor angket > 70); (3) terdapat perbedaan rata-rata nilai posttest kedua kelas yaitu rata-rata kemampuan berpikir kritis dan learning persistence kelas eksperimen lebih tinggi daripada kelas kontrol; (4) nilai rata-rata posttest kemampuan berpikir kritis kelas eksperimen sebesar 85,21 ≥ 75 (KKTP); dan (5) nilai rata-rata postscale angket learning persistence mahasiswa sebesar 80,77 mencapai kategori tinggi (>70). Rata-rata nilai posttest kemampuan berpikir kritis kelas eksperimen (≥ 75 mencapai KKTP), Sehingga, dapat disimpulkan bahwa pembelajaran model flipped classroom efektif ditinjau dari kemampuan berpikir kritis dan learning persistence mahasiswa PGSD.
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