Analisis Pengetahuan Konseptual, Prosedural, dan Metakognitif Siswa Melalui Pembelajaran Integrasi Flipped Classroom dan PBL

Student-centered learning (SCL) is a learning approach that not only encourages to how student constructs their conceptual knowledge, but also to achieve the involvement of their knowledge in daily activity, in forms procedural and metacognitive knowledge. Flipped classroom learning models marked by...

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Autores principales:	H Bintang, E Darnah, Ngia Masta, Rinaldi Rinaldi, T Guswantoro, M Sianturi
Formato:	article
Lenguaje:	EN ID
Publicado:	Universitas Islam Negeri Walisongo Semarang 2020
Materias:	flipped classroom problem based learning conceptual knowledge procedural knowledge metacognitive knowledge Physics QC1-999
Acceso en línea:	https://doaj.org/article/590e673b00f549ef88c32965de89ab8d
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spelling	oai:doaj.org-article:590e673b00f549ef88c32965de89ab8d2021-11-18T05:41:10ZAnalisis Pengetahuan Konseptual, Prosedural, dan Metakognitif Siswa Melalui Pembelajaran Integrasi Flipped Classroom dan PBL2685-61902714-774610.21580/perj.2020.2.2.6208https://doaj.org/article/590e673b00f549ef88c32965de89ab8d2020-08-01T00:00:00Zhttps://journal.walisongo.ac.id/index.php/perj/article/view/6208https://doaj.org/toc/2685-6190https://doaj.org/toc/2714-7746Student-centered learning (SCL) is a learning approach that not only encourages to how student constructs their conceptual knowledge, but also to achieve the involvement of their knowledge in daily activity, in forms procedural and metacognitive knowledge. Flipped classroom learning models marked by reversed learning activities syntax between class and home, which promoted student to active self-learning, before turn into face to face class meeting. Problem Based Learning (PBL) model provides students to apply their knowledge to formulate strategy and solution in facing their problem. Flipped classroom or PBL, both are student-centered learning models that triggers student to self-constructed knowledge actively and student’s curiosity to solve their problem. This paper attempts to analyze the influence of integration flipped classroom and PBL on conceptual, procedural, and metacognitive knowledge on Linear Motion subject. This research is a quasi experimental model with post-test only control design. The population in this study were all students of class X MIPA SMA Negeri 37 Jakarta in the 2019-2020 school year. The sample in this study were students of class X MIPA 1 as the experimental class and class X MIPA 2 as the control class. The sample was taken using cluster sampling technique. The results obtained showed that the percentage of conceptual, procedural and metacognitive knowledge of the experimental class was 88.9%; 77.8%; and 88.9% which is higher than the control class with the respective percentage 66.7%; 55.8%; and 75%. The integration of the flipped classroom and PBL models can be applied to materials other than Linear Motion to improve conceptual, procedural, and metacognitive knowledge.H BintangE DarnahNgia MastaRinaldi RinaldiT GuswantoroM SianturiUniversitas Islam Negeri Walisongo Semarangarticleflipped classroomproblem based learningconceptual knowledgeprocedural knowledgemetacognitive knowledgePhysicsQC1-999ENIDPhysics Education Research Journal, Vol 2, Iss 2, Pp 105-122 (2020)
institution	DOAJ
collection	DOAJ
language	EN ID
topic	flipped classroom problem based learning conceptual knowledge procedural knowledge metacognitive knowledge Physics QC1-999
spellingShingle	flipped classroom problem based learning conceptual knowledge procedural knowledge metacognitive knowledge Physics QC1-999 H Bintang E Darnah Ngia Masta Rinaldi Rinaldi T Guswantoro M Sianturi Analisis Pengetahuan Konseptual, Prosedural, dan Metakognitif Siswa Melalui Pembelajaran Integrasi Flipped Classroom dan PBL
description	Student-centered learning (SCL) is a learning approach that not only encourages to how student constructs their conceptual knowledge, but also to achieve the involvement of their knowledge in daily activity, in forms procedural and metacognitive knowledge. Flipped classroom learning models marked by reversed learning activities syntax between class and home, which promoted student to active self-learning, before turn into face to face class meeting. Problem Based Learning (PBL) model provides students to apply their knowledge to formulate strategy and solution in facing their problem. Flipped classroom or PBL, both are student-centered learning models that triggers student to self-constructed knowledge actively and student’s curiosity to solve their problem. This paper attempts to analyze the influence of integration flipped classroom and PBL on conceptual, procedural, and metacognitive knowledge on Linear Motion subject. This research is a quasi experimental model with post-test only control design. The population in this study were all students of class X MIPA SMA Negeri 37 Jakarta in the 2019-2020 school year. The sample in this study were students of class X MIPA 1 as the experimental class and class X MIPA 2 as the control class. The sample was taken using cluster sampling technique. The results obtained showed that the percentage of conceptual, procedural and metacognitive knowledge of the experimental class was 88.9%; 77.8%; and 88.9% which is higher than the control class with the respective percentage 66.7%; 55.8%; and 75%. The integration of the flipped classroom and PBL models can be applied to materials other than Linear Motion to improve conceptual, procedural, and metacognitive knowledge.
format	article
author	H Bintang E Darnah Ngia Masta Rinaldi Rinaldi T Guswantoro M Sianturi
author_facet	H Bintang E Darnah Ngia Masta Rinaldi Rinaldi T Guswantoro M Sianturi
author_sort	H Bintang
title	Analisis Pengetahuan Konseptual, Prosedural, dan Metakognitif Siswa Melalui Pembelajaran Integrasi Flipped Classroom dan PBL
title_short	Analisis Pengetahuan Konseptual, Prosedural, dan Metakognitif Siswa Melalui Pembelajaran Integrasi Flipped Classroom dan PBL
title_full	Analisis Pengetahuan Konseptual, Prosedural, dan Metakognitif Siswa Melalui Pembelajaran Integrasi Flipped Classroom dan PBL
title_fullStr	Analisis Pengetahuan Konseptual, Prosedural, dan Metakognitif Siswa Melalui Pembelajaran Integrasi Flipped Classroom dan PBL
title_full_unstemmed	Analisis Pengetahuan Konseptual, Prosedural, dan Metakognitif Siswa Melalui Pembelajaran Integrasi Flipped Classroom dan PBL
title_sort	analisis pengetahuan konseptual, prosedural, dan metakognitif siswa melalui pembelajaran integrasi flipped classroom dan pbl
publisher	Universitas Islam Negeri Walisongo Semarang
publishDate	2020
url	https://doaj.org/article/590e673b00f549ef88c32965de89ab8d
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Analisis Pengetahuan Konseptual, Prosedural, dan Metakognitif Siswa Melalui Pembelajaran Integrasi Flipped Classroom dan PBL

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