Main Article Content
Abstract
The purposes of this study is to know student learning outcomes of chemistry using flipped classroom learning model and know influence of flipped classroom learning model to on buffer solution. The study was conducted in February-March of 2019 in SMAN 5 Bengkulu City This study is pre-experimental design with one-grup pretes-posttest design. Population of this study is all of XI MIPA’s student which a total of 216 students with sample of this study is XI MIPA 5’s student which a total of 36 students. Technique of sampling in this study is used with purposive sampling technique. Instrument of this study used test of learning outcomes with 20 items pretest and posttest. Analysis of the data used are mean values, normality test, homogeneity test, and t-test to the student learning outcomes. Based on normality test and homogeneity test obtained that pretest and posttest have normal distribution and distributed to homogeneous. Average value of pretest and posttest are 60,1 and 80,0. The result of hypotheses using t-test showed that value of significance is 0.000 < 0.05, so flipped classroom model influenced of significance to student learning outcomes. The result of this study showed that flipped classroom learning model can positive influence to learning outcomes and increased student learning outcomes on buffer solution in XI MIPA 5 SMA N 5 Bengkulu city on academic year of 2018/2019.
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References
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- Redhana, I Wayan. 2019. Mengembangkan Keterampilan Abad ke-21 Dalam Pembelajaran Kimia. Jurnal Inovasi Pendidikan Kimia. 13(1): 2239-2253
- Marsita, Ana Resti, Sigit Priatmoko, Ersanghono Kusuma. 2010. Analisis Kesulitan Belajar Kimia Siswa SMA dalam Memahami Larutan Penyangga dengan Menggunakan Two-Tier-Multiple Choice Diagnostic Instrument. Jurnal Inovasi Pendidikan Kimia. 4(1): 512-520
- Sari, Julita, Amrul Bahar, Dewi Handayani. 2017. Studi Komparasi Antara Model Pembelajaran Discovery Learning dan Group Investigation terhadap Hasil Belajar Kimia Siswa. Alotrop: Jurnal Pendidikan dan Ilmu Kimia. 1(1): 60-65
- Irwandani dan Rofiah, S. 2015. Pengaruh Model Pembelajaran Generatif Terhadap Pemahaman Konsep Fisika Pokok Bahasan Bunyi Peserta Didik MTS Al-Hikmah Bandar Lampung. Jurnal Ilmiah Pendidikan Fisika Al-Biruni. 4(2): 165–177
- Maghfiroh L, Santosa dan Suryadharma. 2016. Identifikasi Tingkat Pemahaman Konsep Stoikiometri Pada Pereaksi Pembatas Dalam Jenis-Jenis Reaksi Kimia Siswa Kelas X MIA SMA Negeri 4 Malang. Jurnal Pembelajaran Kimia (J-PEK). 11(2): 32–37.
- Maolidah, Irna Septiani, Toto Rohimat, Laksmi Dewi. 2017. Efektivitas Penerapan Model Pembelajaran Flipped Classroom pada Peningkatan Kemampuan Berpikir Kritis Siswa. Edutchenologia.3(2): 160-170
- Kurniawidi, Maria Pitados. 2018. Pengembangan Pembelajaran Flipped Classroom Dengan Memanfaatkan LMS Kelase Topik Menggambar Grafik Fungsi SMP kelas VIII. Seminar Nasional Etnomatnesia.ISBN: 9786026258076
- Subagia, I Made. 2017. Penerapan Model Pembelajaran Flipped Classroom Untuk Meningkatkan Prestasi Belajar IPA Siswa Kelas X AP 5 SMK Negeri 1 Amalapura Tahun Ajaran 2016/2017. Lampuhyang.8(2): 14-25
- Sari, L P, M Handika, E Rosita, M Sari, B S Anggoro, F G Putra. 2019. The Flipped Classroom Strategy using Learning Video: Applied Toward the Ability to Understand Mathematical Concept. Journal of Physics: Conf. Series. 1115: 1-5
- Sugiyono. 2010. Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta. ISBN: 9798433640
- Damayanti, H. N. dan Sutama. 2016. Efektivitas Flipped Classroom Terhadap Sikap Dan Keterampilan Belajar Matematika Di SMK. Jurnal Managemen Pendidikan. 11(2): 2-8
- Solikhah, Amaliya, Herman J Waluyo, Muhammad Rohmadi. 2017. Implementasi Kurikulum 2013 pada Pembelajaran Bahasa Indonesia. Magistra. 29(101): 33-34
- Subarkah, C Z, U Supiandi, S Sari. 2018. The Development of Buffer Solution Material Through Flipped Classroom Model. IOP Conference Series: Materials Science and Engineering. 434: 1-5
- Nur, Ayu Laily Choiroh, Hena Dian Ayu, Hestiningtyas Yuli Pratiwi. 2018. Pengaruh Model Pembelajaran Flipped Classroom menggunakan Metode Mind Mapping terhadap Prestasi Dan Kemandirian Belajar Fisika. Jurnal Pendidikan Fisika. 7(1): 1-5
- Nouri, Jalal. 2016. The Flipped Classroom: for Active, Effective, and Increased Learning-Especially for Low Achievers. International Journal of Educational Technology in Higher Education.13(33): 1-10
- Nadun. 2017. Pengaruh Minat Belajar Siswa Terhadap Hasil Belajar Trigonometri, JKPM (Jurnal Kajian Pendidikan Matematika). 3(1): 67-76
- Pratitis, Nindia. 2018. Perbedaan Tingkat Kemandirian Belajar Ditinjau Dari Metode Pembelajaran pada Anak. Persona: Jurnal Psikologi Indonesia. 7(1): 60-68
- Suratmi, Sri, Siti Samsiyah P, Euis Sartika, Anny Suryani. 2018. Statistika untuk Pengolahan Data Hasil Penelitian Tindakan Kelas (PTK) Kelompok Musyawarah Guru Mata Pelajaran (MGMP) di SMP Rayon Bandung Selatan. Difusi.1(1): 49-59
- Fautch, Jessica M. 2015. The Flipped Classroom for Teaching Organic Chemistry in Small Classes: Is it Effective?.Chem.Educ.Res.Pract. 16: 179
- Christiansen, Michael A. 2018. Inverted Teaching: Applying a New Pedagogy to a University Organic Chemistry Class. Journal of Chemical Education. 91: 1845-1850
References
Sihaloho, Yuni Evi Meliani, Wayan Suana, Agus Suyatna. 2017. Pengembangan Perangkat Pembelajaran Flipped Classroom pada Materi Impuls dan Momentum. Jurnal Edu Mat Sains.2(1): 55-71
Redhana, I Wayan. 2019. Mengembangkan Keterampilan Abad ke-21 Dalam Pembelajaran Kimia. Jurnal Inovasi Pendidikan Kimia. 13(1): 2239-2253
Marsita, Ana Resti, Sigit Priatmoko, Ersanghono Kusuma. 2010. Analisis Kesulitan Belajar Kimia Siswa SMA dalam Memahami Larutan Penyangga dengan Menggunakan Two-Tier-Multiple Choice Diagnostic Instrument. Jurnal Inovasi Pendidikan Kimia. 4(1): 512-520
Sari, Julita, Amrul Bahar, Dewi Handayani. 2017. Studi Komparasi Antara Model Pembelajaran Discovery Learning dan Group Investigation terhadap Hasil Belajar Kimia Siswa. Alotrop: Jurnal Pendidikan dan Ilmu Kimia. 1(1): 60-65
Irwandani dan Rofiah, S. 2015. Pengaruh Model Pembelajaran Generatif Terhadap Pemahaman Konsep Fisika Pokok Bahasan Bunyi Peserta Didik MTS Al-Hikmah Bandar Lampung. Jurnal Ilmiah Pendidikan Fisika Al-Biruni. 4(2): 165–177
Maghfiroh L, Santosa dan Suryadharma. 2016. Identifikasi Tingkat Pemahaman Konsep Stoikiometri Pada Pereaksi Pembatas Dalam Jenis-Jenis Reaksi Kimia Siswa Kelas X MIA SMA Negeri 4 Malang. Jurnal Pembelajaran Kimia (J-PEK). 11(2): 32–37.
Maolidah, Irna Septiani, Toto Rohimat, Laksmi Dewi. 2017. Efektivitas Penerapan Model Pembelajaran Flipped Classroom pada Peningkatan Kemampuan Berpikir Kritis Siswa. Edutchenologia.3(2): 160-170
Kurniawidi, Maria Pitados. 2018. Pengembangan Pembelajaran Flipped Classroom Dengan Memanfaatkan LMS Kelase Topik Menggambar Grafik Fungsi SMP kelas VIII. Seminar Nasional Etnomatnesia.ISBN: 9786026258076
Subagia, I Made. 2017. Penerapan Model Pembelajaran Flipped Classroom Untuk Meningkatkan Prestasi Belajar IPA Siswa Kelas X AP 5 SMK Negeri 1 Amalapura Tahun Ajaran 2016/2017. Lampuhyang.8(2): 14-25
Sari, L P, M Handika, E Rosita, M Sari, B S Anggoro, F G Putra. 2019. The Flipped Classroom Strategy using Learning Video: Applied Toward the Ability to Understand Mathematical Concept. Journal of Physics: Conf. Series. 1115: 1-5
Sugiyono. 2010. Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta. ISBN: 9798433640
Damayanti, H. N. dan Sutama. 2016. Efektivitas Flipped Classroom Terhadap Sikap Dan Keterampilan Belajar Matematika Di SMK. Jurnal Managemen Pendidikan. 11(2): 2-8
Solikhah, Amaliya, Herman J Waluyo, Muhammad Rohmadi. 2017. Implementasi Kurikulum 2013 pada Pembelajaran Bahasa Indonesia. Magistra. 29(101): 33-34
Subarkah, C Z, U Supiandi, S Sari. 2018. The Development of Buffer Solution Material Through Flipped Classroom Model. IOP Conference Series: Materials Science and Engineering. 434: 1-5
Nur, Ayu Laily Choiroh, Hena Dian Ayu, Hestiningtyas Yuli Pratiwi. 2018. Pengaruh Model Pembelajaran Flipped Classroom menggunakan Metode Mind Mapping terhadap Prestasi Dan Kemandirian Belajar Fisika. Jurnal Pendidikan Fisika. 7(1): 1-5
Nouri, Jalal. 2016. The Flipped Classroom: for Active, Effective, and Increased Learning-Especially for Low Achievers. International Journal of Educational Technology in Higher Education.13(33): 1-10
Nadun. 2017. Pengaruh Minat Belajar Siswa Terhadap Hasil Belajar Trigonometri, JKPM (Jurnal Kajian Pendidikan Matematika). 3(1): 67-76
Pratitis, Nindia. 2018. Perbedaan Tingkat Kemandirian Belajar Ditinjau Dari Metode Pembelajaran pada Anak. Persona: Jurnal Psikologi Indonesia. 7(1): 60-68
Suratmi, Sri, Siti Samsiyah P, Euis Sartika, Anny Suryani. 2018. Statistika untuk Pengolahan Data Hasil Penelitian Tindakan Kelas (PTK) Kelompok Musyawarah Guru Mata Pelajaran (MGMP) di SMP Rayon Bandung Selatan. Difusi.1(1): 49-59
Fautch, Jessica M. 2015. The Flipped Classroom for Teaching Organic Chemistry in Small Classes: Is it Effective?.Chem.Educ.Res.Pract. 16: 179
Christiansen, Michael A. 2018. Inverted Teaching: Applying a New Pedagogy to a University Organic Chemistry Class. Journal of Chemical Education. 91: 1845-1850