同伴教学翻转课堂对学生数学学习中数学概念理解的实施效果

Lydia Hendayani Sukma, Ramadoni Ramadoni, Mulia Suryani
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引用次数: 2

摘要

本研究的动机是学生在数学学习过程中对数学概念的理解程度较低。本研究旨在探讨同伴教学翻转课堂学习模式对数学概念理解的影响,以及在学术能力水平方面的同伴教学翻转课堂对IPA3 SMAN 1 X Koto Tanah Datar Regency 12班学生数学概念理解能力的影响。这类研究是一种定量的非等效前测后测实验。其中研究对象为12班IPA SMAN 1 X Koto Kab的学生。Tanah Datar为2022/2023学年,共有44名学生。用来收集数据的工具是以试题的形式。本研究结果表明,学生回答问题的次数有所增加。根据数据分析得出F(1.42)和p=0.001 0.05,则接受H0。
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THE IMPLEMENTATION EFFECT OF PEER TEACHING FLIPPED CLASSROOM ON STUDENT'S UNDERSTANDING OF MATHEMATICAL CONCEPTS IN LEARNING MATHEMATICS
This research is motivated by the low understanding of students' mathematical concepts in the mathematics learning process. The purpose of this study was to find out how the influence of the Peer Teaching Flipped Classroom learning model on mathematical concept understanding, and the influence of Peer Teaching Flipped Classroom in terms of academic ability level on the student’s mathematical concept understanding ability in class XII IPA3 SMAN 1 X Koto Tanah Datar Regency. This type of research is a quantitative nonequivalent pretest-posttest experiment. Where the research subjects were students of class XII IPA SMAN 1 X Koto Kab. Tanah Datar for the 2022/2023 academic year, totaling 44 students. The instrument used to collect data is in the form of test questions. The results of this study indicate that students have an increase in answering questions. Based on data analysis obtained F(1.42) and p=0.001 <0.05 then H0 is rejected, which means that there is an influence of Peer Teaching Flipped Classroom on understanding mathematical concepts of class XII IPA3 students of SMAN 1 X Koto Kab. Tanah Datar. However, the level of students' academic ability did not have a significant effect on understanding mathematical concepts with the application of Peer Teaching Flipped Classroom. It is seen from the analysis of the data obtained p = 0.051> 0.05, then H0 is accepted.
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