Developed to Basic Mathematic Instructional Activity of Flipped Mastery Approach Classroom via Selfdirected Learning for Supporting Analytical Thinking Skills and Achievement of 11 Great Students

Abstract

Purpose of this research to developed to basic mathematic instructional activity of flipped mastery approach classroom via self- directed learning for supporting analytical thinking skills and achievement of 11 great students. Participants were 183 students. The collection to synthesis a documentary study, by the basic mathematic instructional activity, by evaluation questionnaire, and the test to the data. The results were summaries of basic mathematic instructional activity of flipped mastery approach classroom via self- directed learning are divided of a preparing for instruction there are six components, content import to four elements, flipped mastery approach classroom via self- directed learning process it is divided to two processes of learning outside classroom with augmented reality to three components, with classroom instruction to two components, evaluation to three components. The efficiency by using basic mathematic instructional activity of flipped mastery approach classroom via self- directed learning have to process efficiency score of 90.56 and output efficiency scores of 93.56. Analytical thinking skills of students and the achievement were to higher than pretest at .05 level of significance. The students to responsible for their own learning efficiency.