The implementation of flipped learning and problem based learning to increase grade 10 students’ cognitive and psychomotor achievement in geometrical optics topic

Yeremia, David (2016) The implementation of flipped learning and problem based learning to increase grade 10 students’ cognitive and psychomotor achievement in geometrical optics topic. Masters thesis, Universitas Pelita Harapan.

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Abstract

Penelitian Tindakan Kelas ini bertujuan untuk mencari tahu apakah penerapan Flipped Learning dan PBL dapat meningkatkan pencapaian kognitif dan psikomotor siswa kelas 10 dalam materi optika geometris. Tujuan pembelajaran dalam materi ini membutuhkan model pembelajaran yang lebih menekankan pada pembelajaran yang kontekstual, dalam makalah ini, PBL adalah model yang dipilih. Terbatasnya jumlah waktu tatap muka menyebabkan sulitnya PBL untuk diterapkan. Untuk mengatasi masalah ini, Flipped Learning digunakan agar waktu tatap muka dapat digunakan untuk melakukan PBL, serta untuk memberikan konsep-konsep dasar kepada siswa agar dapat terlibat dalam PBL. Penelitian ini dilakukan dalam tiga siklus dengan 26 siswa dari kelas 10 IPA 1 Sekolah Dian Harapan, Daan Mogot sebagai subjeknya. Data dikumpulkan menggunakan observasi dan tes. Data yang terkumpul kemudian dianalisa secara kuantitatif deskriptif. Hasil penelitian menunjukkan bahwa peningkatan dalam implementasi Flipped Learning (ditunjukkan oleh skor ceklis Flipped Learning) berhubungan dengan peningkatan partisipasi PBL (ditunjukkan oleh skor PBL). Peningkatan pada partisipasi PBL selanjutnya terbukti memiliki hubungan dengan peningkatan yang siknifikan pada pencapaian kognitif dan psikomotor siswa / This Classroom Action Research aims to find out whether the implementation of Flipped Learning and PBL will increase students’ cognitive and psychomotor achievement in geometrical optics topic. The learning outcomes of this topic require an instructional model which emphasizes more in contextual learning; in this case, PBL was chosen. However, limited in class time has made PBL difficult to be done. To overcome this, Flipped Learning was implemented alongside to provide the in-class time for PBL and also to give students basic concepts they need to engage in PBL. The research was done in three cycles with 26 subjects from 10 Science 1 class in Sekolah Dian Harapan, Daan Mogot. The data was collected by using observation and tests. The collected data was then analyzed by descriptive qualitative. The result showed that the improvement of Flipped Learning implementation (indicated by Flipped Learning checklist score) related to the improvement of PBL participation (indicated by PBL process score). The improvement in PBL participation then proved to be related in statistically significant increase in students’ cognitive and psychomotor outcome

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