This research is motivated by the low understanding of students' mathematical concepts, especially on social arithmetic material. The purpose of this study was to describe the stages of the metaphorical thinking approach method and the magnitude of the increase in students' conceptual understanding of social arithmetic material. The data collection method used in this classroom action research (CAR) includes written tests and observations in each cycle. The research instruments used were lesson plans, worksheets, question sheets, and observation sheets for the implementation of learning in each cycle. The research subjects were students of class VII in one of the madrasah tsanawiyah in Lamongan as many as 23 students. Based on the results of data analysis, the classical student activity assessment increased 23.85% from 66.25% to 90.1%. Student test results also increased by 34.8%, namely from cycle I it reached 47.8% and cycle II reached 82.6%, with the results achieved can be declared complete, and it can be concluded that in online mathematics learning there is an increase in understanding concept in class VII madrasah tsanawiyah in Lamongan by using the application of Metaphorical Thinking.
This study aims to analyze the effect of Flipped Classroom learning on the mathematics learning outcomes of blind students during the Covid-19 pandemic. This type of research is Quasi-Experimentals with Nonequivalent Control Group Designs. The population used in this research is the blind students of class V and class VI of SLBN ABD Kedungkandang Malang city with 12 students. Samples were taken using a saturated sampling technique. The experimental class uses the Flipped Classroom learning model for class VI students, and the control class uses a direct learning model as a comparison, namely for class V students. The data results show Normal and Homogeneous with the resulting significance value > 0.05. Then the final test is the independent sample t-test to determine whether there is a difference in the average of the two unpaired samples from the data. Depending on the first decision by observing the column value Sig.t count (2-tailed) or P-value, required if the value of Sig. t-count 0.05, then H0 is accepted, and if the value of Sig. t-count 0.05, then H0 is rejected. From the second decision, H0 is rejected, and H0 is not enough to be accepted. The results showed that learning mathematics with the Flipped Classroom learning model for blind students in the covid-19 pandemic had a more positive effect than the results of learning mathematics in a direct learning class or without any treatment with the Flipped Classroom model.
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