Hanin Hanifah Rahmatu Shalihah, I Nyoman Arcana, Sukiyanto Sukiyanto

Pengembangan Perangkat Pembelajaran Flipped Classroom Berbasis Tri-N pada Pokok Bahasan Bangun Datar di SMP

Introduction

Pengembangan perangkat pembelajaran flipped classroom berbasis tri-n pada pokok bahasan bangun datar di smp. Mengembangkan perangkat pembelajaran Flipped Classroom berbasis Tri-N untuk materi Bangun Datar di SMP. Penelitian ini menghasilkan media yang layak dan efektif meningkatkan hasil belajar matematika siswa.

Abstract

This research is based on the importance of mathematics in life, the importance of learning media with a variety of learning models, and the rapid development of technology. This research aims to produce a Tri-N based flipped classroom learning media that is appropriate to the subject of Flat Build in junior high school and determine the feasibility of the Tri-N based flipped classroom learning media produced in this research. This research uses development research methods, with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. This research was carried out at SMP Negeri 2 Sanden with the research subjects being class VII F students, totaling 31 students. The research instruments used were validation questionnaires, student response questionnaires, and learning outcomes tests. The data analysis techniques used are practicality tests, effectiveness tests, and correlation tests. The results of this research are learning media in the form of teaching modules, e-modules, LKPD, learning videos and test questions. The characteristics of this learning media are: teaching module with a flipped classroom learning model equipped with a learning video link and e-module link, the e-module is equipped with a link and barcode to access the video, activities on the LKPD are in accordance with the Tri-N principle. This learning media is declared feasible for use in learning. The feasibility is supported by the results of validation with a very valid category and the results of student response questionnaires in the good category. In addition, based on the results of the learning outcomes test, the percentage of students who meet the KKM is in the effective category. The correlation result between the student response questionnaire and the learning outcomes test is significant and in the same direction, meaning that the high student response questionnaire score, are followed by high learning outcomes test score. In other words, the use of learning media affects students learning achievement. From the research results that have been presented, further researchers can implement the development of flipped classroom learning devices on other materials.

Review

This paper presents a development research project focused on creating Tri-N based flipped classroom learning media for "Flat Build" topics in junior high school mathematics. The research appropriately employs the ADDIE model to guide the development of a comprehensive suite of learning materials, including teaching modules, e-modules, LKPDs, learning videos, and test questions. A key strength lies in the multi-faceted evaluation of these resources, assessing feasibility through expert validation, student response questionnaires, and learning outcomes tests. The reported positive findings across these metrics, coupled with a significant positive correlation between student response and learning achievement, suggest the developed media holds promise for enhancing student engagement and performance. While the abstract effectively outlines the research's scope and positive outcomes, it would benefit from greater specificity regarding the quantitative results. For example, providing actual mean scores for validation, the exact percentage of students meeting the KKM, or the calculated correlation coefficient would lend more robust empirical support to the claims of "very valid," "good," and "effective" categorizations. Additionally, the abstract frequently mentions the "Tri-N principle" as a foundational element, particularly for the LKPD, but it does not elaborate on what this principle entails. Clarification on its theoretical basis or practical application would significantly enhance the reader's understanding of a core pedagogical component of the developed media. Overall, this research offers a valuable contribution to the field of educational technology and mathematics instruction, demonstrating a systematic approach to developing and evaluating innovative learning resources. The developed flipped classroom media appears to be a well-structured and impactful tool. For the full paper, it is recommended that the authors provide explicit definitions and explanations of the "Tri-N principle," offer more detailed quantitative data from their evaluation instruments, and perhaps elaborate on the practical implementation challenges or successes observed during the "Implementation" phase of the ADDIE model. Addressing these points would further solidify the paper's claims and broaden its appeal to a diverse academic audience.

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