“Flipped Classroom Type Peer Instruction-Based Learning” Based on a Website to Improve Student's Problem Solving

Abstract

This study aims to develop learning tools in the form of lesson plans, student worksheets, learning videos, and PPT, based on WEB for first-grade seventh-school material linear equations with flipped classroom-type peer instruction. The development of this WEB-based learning tool uses the Plomp model. The steps for developing web-based learning tools include preliminary needs analysis, curriculum analysis, concept analysis, student analysis, and literature analysis. Then product development and assessment. This research was carried out during the product development stage based on needs analysis, curriculum analysis, concept analysis, student analysis, and literature analysis and then self-evaluated. The preliminary analysis obtained information that teachers need learning tools that can help students improve problem-solving skills, students need engaging learning media, students are interested in using learning media using videos with a period of 10-15 minutes, and PPT, accessed in the WEB. Then the product is compiled and evaluated on its own, related to the apparent error in using it. Based on the preliminary analysis, learning lessons, student worksheets, learning videos, PPT based on WEB and self-evaluation have been produced, which can then be validated by experts.

Augmented Reality Assisted Flipped Classroom Model Against Students' Mathematical Problem-Solving Ability

“…Many studies discuss mathematical problem-solving abilities (Cahyani & Setyawati, 2016;Khofifah et al, 2021;Marita et al, 2022;Rohmatulloh & Nindiasari, 2021), the use of the Flipped Classroom model (Anis & Irhadtanto, 2020;Azizah et al, 2022;Handayani et al, 2021;Marita et al, 2022), and Augmented Reality media (Jannah & Oktaviani, 2022;Nurwijaya, 2021;Septiana & Faradillah, 2022) but no research discusses the Flipped Classroom model, Augmented Reality media, and problem-solving abilities. The application of Flipped Classroom can increase the ability to solve problems with technology-based media, one of which is Augmented Reality (Marita et al, 2022;Suharso, 2015).…”

Research trends on flipped classrooms of mathematics creative thinking, critical thinking, and problem-solving skills

“…Improving in creative thinking (Alkhatib, 2019;Maharani, 2014;Sari et al, 2018;Yayuk et al, 2020), critical thinking (Aizikovitsh-Udi & Amit, 2011;Alkhatib, 2019;Ebiendele Ebosele Peter, 2012), and problem-solving (Alkhatib, 2019) skills in mathematics is needed effective learning models (Sanders, 2016;Simanjuntak et al, 2021). One effective learning model was flipped classroom because it could improve MCeT, MCiT, and MPS skills (Al-Zoubi & Suleiman, 2021;Atwa et al, 2022;Azizah et al, 2022;Puspitasari et al, 2020;Ramadhani et al, 2020;Wei et al, 2020). The learning sessions are divided into two types under the flipped classroom model: individual learning sessions and face-to-face sessions with the teacher (Bergmann & Sams, 2014).…”