Efforts to Improve Mathematical Problem Solving Ability through the Flipped Classroom Learning Model in High Schools

Abstract

This study aims to improve students' mathematical problem solving abilities. This research was conducted using classroom action research. The action taken is in the form of applying the flipped classrom learning model that is imposed on trigonometry learning. The research was conducted in 3 cycles. This research involved 32 students of class XI, a researcher as a teacher, and 1 observer. Research data were collected using the following instruments: (1) written test; (2) observation sheets; (3) interview sheet, and; (4) documentation. The collected data were analyzed using the Miles & Huberman method. The results of data analysis showed an increase in learning outcomes and an increase in students' mathematical problem solving abilities. The increase in learning outcomes is shown by the results of the posttest, namely: (1) the average value of learning outcomes in the first cycle is 67.28; (2) cycle II obtained by 72.97, and; (3) cycle III of 75.41. While the increase in problem solving ability is shown through the observation results sheet, namely: (1) cycle I of 47%; (2) cycle II increased by 71.87%, and; (3) cycle III increased again by 84.37%. These results indicate that student learning outcomes have reached the specified criteria, namely achieving a score of 74, and meeting the criteria for the percentage of problem solving abilities, namely 80%. So it can be concluded that classroom action in the form of applying the flipped classroom model can improve learning outcomes and improve students' mathematical problem solving abilities, especially in trigonometry material.