##plugins.themes.bootstrap3.article.main##

Robbyah Muhyi Dianty

Yurniwati Yurniwati

Ika Lestari

Anwar Manahor

Abstract

The study aimed to determine the effect of flipped classroom modified Teams Games Tournament (TGT) on mathematics problem-solving skills in terms of self-regulated learning in students. This research is a type of quantitative research with the quasi-experimental method. The population in this study came from Krunjo State Elementary School, Tangerang Regency. The research sample came from two classes, namely class III A (experimental class) and class III B (control class), totaling 46 students. The sampling technique was cluster sampling. Data analysis is quantitative statistical analysis with the Two Way Anova test with the help of the JAMOVI application. The results of this study showed: 1) there is an effect of flipped classroom learning modified Team Games Tournament (TGT) on students' math problem-solving can be seen from the results of Two Way Anova p-value < α, namely the value of 0. 006 < 0.05; 2) There is a significant interaction between students who learn with flipped classroom modified Team Games Tournament (TGT) on students' mathematical problem-solving ability can be seen from the p-value < α, namely the value of 0.045 < 0.05. 3) There is a difference between students who learn with flipped classroom modified Team Games Tournament (TGT) in terms of high self-regulated learning can be seen from the value of p- tukey> α or 0. 023 < 0.05.

References

Ahmed, S., & Abdulla, S. A. (2019). Virtual flipped classroom: New teaching model to grant the learners knowledge and motivation. Journal of Technology and Science Education, 9(2), 168. https://doi.org/10.3926/jotse.478

Al Ayyubi, I. I., Nudin, E., & Bernard, M. (2018). Pengaruh pembelajaran berbasis masalah terhadap kemampuan pemecahan masalah matematis siswa SMA. JPMI (Jurnal Pembelajaran Matematika Inovatif), 1(3), 355. https://doi.org/10.22460/jpmi.v1i3.p355-360

Alias, M., Iksan, Z. H., Karim, A. A., Nawawi, A. M. H. M., & Nawawi, S. R. M. (2020). A novel approach in problem-solving skills using flipped classroom technique. Creative Education, 11(01), 38–53. https://doi.org/10.4236/ce.2020.111003

Amam, A. (2017). Penilaian kemampuan pemecahan masalah matematis siswa SMP. TEOREMA : Teori Dan Riset Matematika, 2(1), 39. https://doi.org/10.25157/teorema.v2i1.765

Amni, Z., Ningrat, H. K., & -, R. (2021). Pengaruh model pembelajaran kooperatif tipe teams games tournament (TGT) berbantuan media destinasi terhadap motivasi dan hasil belajar pada materi larutan penyangga. Jurnal Inovasi Pendidikan Kimia, 15(2), 2840–2848. https://doi.org/10.15294/jipk.v15i2.25716

Apriyani, R., Ramalis, T. R., & Suwarma, I. R. (2019). Analyzing student’s problem solving abilities of direct current electricity in STEM-based learning. Journal of Science Learning, 2(3), 85–91. https://doi.org/10.17509/jsl.v2i3.17559

Ario, M., & Asra, A. (2018). Pengaruh pembelajaran flipped classroom terhadap hasil belajar kalkulus integral mahasiswa pendidikan matematika. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 1(2), 82–88. https://doi.org/10.24176/anargya.v1i2.2477

Azrai, E. P., Erna Heryanti, Zain, A., & Pratiwi Ningsih. (2022). Problem-solving ability: Implementation of RICOSRE learning models on environmental change topic. JPBI (Jurnal Pendidikan Biologi Indonesia), 8(2), 95–104. https://doi.org/10.22219/jpbi.v8i2.21748

Batlolona, J. R., Wartono, W., Sutopo, S., & Rahmatina, D. I. (2019). Development of problem solving ability test on the work-energy material. Journal of Education and Learning (EduLearn), 13(2), 268–276. https://doi.org/10.11591/edulearn.v13i2.12400

Cahyaningsih, U. (2017). Pengaruh model pembelajaran kooperatif tipe team games tournament (TGT) terhadap hasil belajar matematika siswa SD. Jurnal Cakrawala Pendas, 3(1), 1–5. https://doi.org/10.31949/jcp.v3i1.405

Chimmalee, B., & Anupan, A. (2022). Effect of model-eliciting activities using cloud technology on the mathematical problem-solving ability of undergraduate students. International Journal of Instruction, 15(2), 981–996. https://doi.org/10.29333/iji.2022.15254a

Dewi, S., & Harahap, M. S. (2019). Efetivitas model pembelajaran flipped classroom terhadap kemampuanpenalaran matematis siswa. JURNAL MathEdu (Mathematic Education Journal), 2(3), 96–102. https://www.journal.ipts.ac.id/index.php/MathEdu/article/view/1053

Dong, Y., Yin, H., Du, S., & Wang, A. (2021). The effects of flipped classroom characterized by situational and collaborative learning in a community nursing course: A quasi-experimental design. Nurse Education Today, 105(May), 105037. https://doi.org/10.1016/j.nedt.2021.105037

Durak, H. Y. (2020). Modeling different variables in learning basic concepts of programming in flipped classrooms. Journal of Educational Computing Research, 58(1), 160–199. https://doi.org/10.1177/0735633119827956

Erfan, M., Maulyda, M. A., Ermiana, I., Hidayati, V. R., & Widodo, A. (2020). Validity and reliability of cognitive tests study and development of elementary curriculum using Rasch model. Psychology, Evaluation, and Technology in Educational Research, 3(1). https://doi.org/10.33292/petier.v3i1.51

Faridah, N., Ridlo, S., & Saptono, S. (2021). The influence of flipped classroom learning model application on problem solving ability and learning motivation. Journal Science Education, 10(3), 339–347. https://doi.org/10.15294/jise.v10i1.45580

Firdaus, F., Subchan, W., & Narulita, E. (2020). Developing STEM-based TGT learning model to improve students’ process skills. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(3), 413–422. https://doi.org/10.22219/jpbi.v6i3.12249

Fradila, E., Razak, A., Santosa, T. A., Arsih, F., & Chatri, M. (2021). Development of e-module-based problem based learning (PBL) applications using sigil the course ecology and environmental education students master of biology. International Journal of Progressive Sciences and Technologies, 27(2), 673–682. https://doi.org/10.52155/ijpsat.v27.2.3248

Hasyim, M., & Eldiana, N. F. (2020). Eksperimentasi model PBL dan PjBL berbasis schoology terhadap pemecahan masalah matematika ditinjau dari self-efficacy. JP2M (Jurnal Pendidikan Dan Pembelajaran Matematika), 6(2), 87. https://doi.org/10.29100/jp2m.v6i2.1751

Hava, K. (2021). The effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level. Participatory Educational Research, 8(1), 379–394. https://doi.org/10.17275/per.21.22.8.1

Hensley, L. C., Iaconelli, R., & Wolters, C. A. (2022). “This weird time we’re in”: How a sudden change to remote education impacted college students’ self-regulated learning. Journal of Research on Technology in Education, 54(sup1), S203–S218. https://doi.org/10.1080/15391523.2021.1916414

Hobri, H., Ummah, I. K., Yuliati, N., & Dafik, D. (2020). The effect of jumping task based on creative problem solving on students’ problem solving ability. International Journal of Instruction, 13(1), 387–406. https://doi.org/10.29333/iji.2020.13126a

Hulaikah, M., Degeng, I. N. S., Sulton, S., & Murwani, F. D. (2020). The effect of experiential learning and adversity quotient on problem solving ability. International Journal of Instruction, 13(1), 869–884. https://doi.org/10.29333/iji.2020.13156a

Hussain, S., Jamwal, P. K., Munir, M. T., & Zuyeva, A. (2020). A quasi-qualitative analysis of flipped classroom implementation in an engineering course: from theory to practice. International Journal of Educational Technology in Higher Education, 17(1), 43. https://doi.org/10.1186/s41239-020-00222-1

Ichsan, I., Sofianora, A., Desy, D., Suharyat, Y., Santosa, T. A., & Supriyadi, A. (2023). Pengaruh profesionalitas guru matematika dalam meningkatkan kompetensi siswa era revolusi industri 5.0 di Indonesia: Sebuah meta-analisis. Jurnal Math-UMB.EDU, 10(2), 49–58. https://doi.org/10.36085/mathumbedu.v10i2.4868

Ichsan, I., Suharyat, Y., Santosa, T. A., & Satria, E. (2023). Effectiveness of STEM-based learning in teaching 21 st century skills in generation Z student in science learning: A meta-analysis. Jurnal Penelitian Pendidikan IPA, 9(1), 150–166. https://doi.org/10.29303/jppipa.v9i1.2517

Kang, H. Y., & Kim, H. R. (2021). Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning. BMC Medical Education, 21(1), 78. https://doi.org/10.1186/s12909-021-02508-y

Karim, M., Antoni, S., Oktarina, K., & Santosa, T. A. (2023). The effect of teacher professionalism in islamic religious education in the era of society 5.0 in Indonesia: A meta-analysis. Jurnal Pendidikan Dan Konseling, 5(2), 1349–1358. https://doi.org/10.31004/jpdk.v5i2.13129

Khatimah, H., & Sugiman, S. (2019). The effect of problem solving approach to mathematics problem solving ability in fifth grade. Journal of Physics: Conference Series, 1157, 042104. https://doi.org/10.1088/1742-6596/1157/4/042104

Khoirotunnisa’, A. U., & Irhadtanto, B. (2020). Pengaruh model pembelajaran flipped classroom tipe traditional flipped berbantuan video terhadap kemampuan berpikir kreatif siswa pada materi bangun ruang sisi datar. Jurnal Pendidikan Edutama, 7(2), 17. https://doi.org/10.30734/jpe.v7i2.768

Koo, C. L., Demps, E. L., Farris, C., Bowman, J. D., Panahi, L., & Boyle, P. (2016). Impact of flipped classroom design on student performance and perceptions in a pharmacotherapy course. American Journal of Pharmaceutical Education, 80(2), 33. https://doi.org/10.5688/ajpe80233

Kristiana, I., Nurwahyunani, A., & Dewi, E. R. S. (2017). Pengaruh model pembelajaran TGT menggunakan media puzzle terhadap keaktifan dan hasil belajar kognitif siswa pada materi sistem ekskresi siswa kelas VIII MTs N 1 Semarang. Bioma : Jurnal Ilmiah Biologi, 6(2), 78–92. https://doi.org/10.26877/bioma.v6i2.1740

Kumar, M. (2020). A study of problem solving ability and creativity among the higher secondary students. Shanlax International Journal of Education, 8(2), 30–34. https://doi.org/10.34293/education.v8i2.2091

Maolidah, I. S., Ruhimat, T., & Dewi, L. (2017). Efektivitas penerapan model pembelajaran flipped classroom pada peningkatan kemampuan berpikir kritis siswa. Educational Technologia, 1(2), 160–170. https://ejournal.upi.edu/index.php/edutechnologia/article/view/9147

Nahdi, D. S., Jatisunda, M. G., & Suciawati, V. (2021). Pre-service teacher’s ability in solving mathematics problems viewed from Self-Resilience. Malikussaleh Journal of Mathematics Learning (MJML), 4(2), 117. https://doi.org/10.29103/mjml.v4i2.2916

Novita, R. D., Aminatun, T., & Daryono, R. W. (2022). E-modules through flipped classroom and PBL models on environmental pollution material to increase problem-solving ability. Journal of Education Technology, 6(4), 744–754. https://doi.org/10.23887/jet.v6i4.51656

Noviyani, A., Maison, M., & Syaiful, S. (2022). The influence of PJBL-Stem and PBL-based on the learning motivation of the students on the mathematical creative thinking skills. Psychology, Evaluation, and Technology in Educational Research, 4(1), 25–35. https://doi.org/10.33292/petier.v4i1.115

Nur, A. S., Waluya, S. B., Rochmad, R., & Wardono, W. (2020). Contextual learning with Ethnomathematics in enhancing the problem solving based on thinking levels. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(3), 331–344. https://doi.org/10.23917/jramathedu.v5i3.11679

Nurkhasanah, S. (2021). Implementasi model pembelajaran flipped classroom dalam pembelajaran jarak jauh untuk meningkatkan partisipasi belajar IPA. Jurnal Paedagogy, 8(2), 256. https://doi.org/10.33394/jp.v8i2.3532

Nursyahidah, F., Saputro, B. A., & Rubowo, M. R. (2018). A secondary student’s problem solving ability in learning based on realistic mathematics with ethnomathematics. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 3(1), 13. https://doi.org/10.23917/jramathedu.v3i1.5607

Oktarina, K., Suhaimi, S., Santosa, T. A., Razak, A., Irdawati, I., Ahda, Y., Lufri, L., & Putri, D. H. (2021). Meta-analysis: The effectiveness of using blended learning on multiple intelligences and student character education during the Covid-19 period. IJECA (International Journal of Education and Curriculum Application), 4(3), 184–192. https://doi.org/10.31764/ijeca.v4i3.5505

Paristiowati, M., Cahyana, U., & Irsa Setara Bulan, B. (2019). Implementation of problem-based learning – flipped classroom model in chemistry and its effect on scientific literacy. Universal Journal of Educational Research, 7(9A), 56–60. https://doi.org/10.13189/ujer.2019.071607

Prasher, S., Evans, J. C., Id, M. J. T., & Morand-ferron, J. (2019). Characterizing innovators : Ecological and individual predictors of problem-solving performance. PLos ONE, 14(6), 1–19. https://doi.org/10.5061/dryad.s83d4n1

Putri, D. K., Sulianto, J., & Azizah, M. (2019). Kemampuan penalaran matematis ditinjau dari kemampuan pemecahan masalah. International Journal of Elementary Education, 3(3), 351. https://doi.org/10.23887/ijee.v3i3.19497

Rahayu, S., Setyosari, P., Hidayat, A., & Kuswandi, D. (2022). The effectiveness of creative problem solving-flipped classroom for enhancing students’ creative thinking skills of online physics educational learning. Jurnal Pendidikan IPA Indonesia, 11(4), 649–656. https://doi.org/10.15294/jpii.v11i4.39709

Rakovi, M., Bernacki, M. L., Greene, J. A., Plumley, R. D., Hogan, K. A., Gates, K. M., & Panter, A. T. (2022). Examining the critical role of evaluation and adaptation in self-regulated learning. Contemporary Educational Psychology, 68, 1–14. https://doi.org/10.1016/j.cedpsych.2021.102027

Ramadhani, R., Bina, N. S., & Syahputra, E. (2022). Flipped classroom assisted autograph in calculus learning for engineering students : A Rasch measurement study. Mathematics Teaching Research Journal, 14(4), 36–55.

Ridwan, M. R., Retnawati, H., Hadi, S., & Jailani, J. (2021). The effectiveness of innovative learning on mathematical problem-solving ability: A meta-analysis. International Journal of Research in Education and Science, 7(3), 910–932. https://doi.org/10.46328/ijres.2287

Rohmatulloh, R., & Nindiasari, H. (2021). Meningkatkan kemampuan pemecahan masalah matematis melalui model pembelajaran flipped classroom. EDUKATIF : JURNAL ILMU PENDIDIKAN, 4(1), 436–442. https://doi.org/10.31004/edukatif.v4i1.1877

Rusdi, R., Evriyani, D., & Praharsih, D. K. (2018). Pengaruh model pembelajaran peer instruction flip dan flipped classroom terhadap hasil belajar kognitif siswa pada materi sistem ekskresi. Biosfer: Jurnal Pendidikan Biologi, 9(1), 15–19. https://doi.org/10.21009/biosferjpb.9-1.3

Safarina, E. I. (2018). Pengaruh model pembelajaran kooperatif TGT terhadap hasil belajar IPA ditinjau dari kemampuan kerjasama. Natural: Jurnal Ilmiah Pendidikan IPA, 5(1), 32. https://doi.org/10.30738/natural.v5i1.2558

Saira, S., Ajmal, F., & Hafeez, M. (2021). Critical review on flipped classroom model versus traditional lecture method. International Journal of Education and Practice, 9(1), 128–140. https://doi.org/10.18488/journal.61.2021.91.128.140

Sappaile, B. I., & Djam, N. (2020). The influence of problem-solving methods on students ’ mathematics learning outcomes The influence of problem-solving methods on students ’ mathematics learning outcomes. Global Journal of Engineering Education, 9(3), 267–272. http://www.wiete.com.au/journals/GJEE/Publish/vol19no3/15-Sappaile-B.pdf

Saputra, M. E. A., & Mujib, M. (2018). Efektivitas model flipped classroom menggunakan video pembelajaran matematika terhadap pemahaman konsep. Desimal: Jurnal Matematika, 1(2), 173. https://doi.org/10.24042/djm.v1i2.2389

Sengul, F., & Bostanci, H. B. (2021). In-class versus out-of-class flipped classroom models in english as a foreign language writing. Propósitos y Representaciones, 9(SPE1), 1–13. https://doi.org/10.20511/pyr2021.v9nSPE1.852

Setiawan, A. A., Muhtadi, A., & Hukom, J. (2022). Blended learning and student mathematics ability in Indonesia: A meta-analysis study. International Journal of Instruction, 15(2), 905–916. https://doi.org/10.29333/iji.2022.15249a

Şimşek, U. &, & Baydar, A. (2019). Impacts of Jigsaw and teams-games-tournaments (TGT) on social studies pre-service teachers’ epistemological beliefs. International Online Journal of Education and Teaching (IOJET), 6(2), 405–414. https://iojet.org/index.php/IOJET/article/view/524

Solihah, A. (2016). Pengaruh model pembelajaran teams games tournament (TGT) terhadap hasil belajar matematika. SAP (Susunan Artikel Pendidikan), 1(1), 45–53. https://doi.org/10.30998/sap.v1i1.1010

Sugianto, R., Choirudin, C., & Ningsih, E. F. (2022). Analysis of mathematics problem-solving ability of junior high school students based on APOS theory viewed from the type of learning styles. Indomath: Indonesia Mathematics Education, 5(2), 109–122. https://doi.org/10.30738/indomath.v5i2.25

Sukontawaree, N., Poonputta, A., & Prasitnok, O. (2022). Development of problem-solving abilities in science by inquiry-based learning with cooperative learning for grade 4 students. Journal of Educational Issues, 8(2), 771. https://doi.org/10.5296/jei.v8i2.20418

Supriyadi, A., Desy, D., Suharyat, Y., Santosa, T. A., & Sofianora, A. (2023). The effectiveness of STEM-integrated blended learning on Indonesia student scientific literacy: A meta-analysis. International Journal of Education and Literature, 2(1), 41–48. https://doi.org/10.55606/ijel.v2i1.53

Suriawati, S., & Mundilarto, M. (2019). SETS approach-based audiovisual media for improving the students’ critical thinking skills. Psychology, Evaluation, and Technology in Educational Research, 1(2), 95–103. https://doi.org/10.33292/petier.v1i2.15

Surur, M., Degeng, I. N. S., Setyosari, P., & Kuswandi, D. (2020). The effect of problem-based learning strategies and cognitive styles on junior high school students’ problem-solving abilities. International Journal of Instruction, 13(4), 35–48. https://doi.org/10.29333/iji.2020.1343a

Susanti, L., & Pitra, D. A. H. (2019). Flipped classroom sebagai strategi pembelajaran pada era digital. Health & Medical Journal, 1(2), 54–58. https://doi.org/10.33854/heme.v1i2.242

Tan, C., Yue, W., & Fu, Y. (2017). Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis. Chinese Nursing Research, 4(4), 192–200. https://doi.org/10.1016/j.cnre.2017.10.006

Tan, S., & Maker, C. J. (2020). Assessing creative problem solving ability in mathematics: The DISCOVER Mathematics Assessment. Gifted and Talented International, 35(1), 58–71. https://doi.org/10.1080/15332276.2020.1793702

Thi-Huyen, N., Xuan-Lam, P., & Thanh Tu, N. T. (2021). The impact of design thinking on problem solving and teamwork mindset in a flipped classroom. Eurasian Journal of Educational Research, 21(96), 30–50. https://doi.org/10.14689/ejer.2021.96.3

Trzebiński, J., Czarnecka, J. Z., & Cabański, M. (2021). The impact of the narrative mindset on effectivity in social problem solving. PLOS ONE, 16(7), e0253729. https://doi.org/10.1371/journal.pone.0253729

Utami, R., Rosyida, A., Arlinwibowo, J., & Fatima, G. N. (2022). The effectivity of problem-based learning to improve the HOTS: A meta-analysis. Psychology, Evaluation, and Technology in Educational Research, 5(1), 43–53. https://doi.org/10.33292/petier.v5i1.147

Veloo, A., Md-Ali, R., & Chairany, S. (2016). Using cooperative teams-game-tournament in 11 religious school to improve mathematics understanding and communication. Malaysian Journal of Learning and Instruction, 13(Vol. 13, No. 2 Dec 2016), 97–123. https://doi.org/10.32890/mjli2016.13.2.4

Wahono, B., Chang, C.-Y., Retnowati, A., Yushardi, Y., & Suratno, S. (2020). Exploring a direct relationship between students problem-solving abilities and academic achievement: A STEM education at a coffee plantation area. Turkish Journal of Science Education, 17(2), 210–223. https://doi.org/10.36681/tused.2020.22

Yapatang, L., & Polyiem, T. (2022). Development of the mathematical problem-solving ability using applied cooperative learning and Polya’s problem-solving process for grade 9 students. Journal of Education and Learning, 11(3), 40. https://doi.org/10.5539/jel.v11n3p40

Yonwilad, W., Nuangchalerm, P., Ruangtip, P., & Sangsrikaew, P. (2022). Improving mathematical problem-solving abilities by virtual 5E instructional organization. Journal of Educational Issues, 8(2), 202. https://doi.org/10.5296/jei.v8i2.20099

Yurniwati, Y., & Utomo, E. (2020). Problem-based learning flipped classroom design for developing higher-order thinking skills during the COVID-19 pandemic in geometry domain. Journal of Physics: Conference Series, 1663(1), 012057. https://doi.org/10.1088/1742-6596/1663/1/012057

Zareen, M. (2020). Effect of insecure environment on the academic performance of female students in Pakistan. Psychology, Evaluation, and Technology in Educational Research, 3(1), 9–16. https://doi.org/10.33292/petier.v3i1.55

Zhang, Q., Cheung, E. S. T., & Cheung, C. S. T. (2021). The impact of flipped classroom on college students’ academic performance: A meta-analysis based on 20 experimental studies. Science Insights Education Frontiers, 8(2), 1059–1080. https://doi.org/10.15354/sief.21.re019

Zhou, D., Du, X., Hau, K., Luo, H., Feng, P., & Liu, J. (2019). Teacher-student relationship and mathematical problem-solving ability : mediating roles of self- efficacy and mathematical anxiety. Educational Psychology, 0(0), 1–17. https://doi.org/10.1080/01443410.2019.1696947

Zulkarnain, Z., Zulnaidi, H., Heleni, S., & Syafri, M. (2021). Effects of SSCS teaching model on students’ mathematical problem-solving ability and self-efficacy. International Journal of Instruction, 14(1), 475–488. https://doi.org/10.29333/iji.2021.14128a

Zulkifli, Z., Supriyadi, A., Satria, E., & Santosa, T. A. (2022). Meta-analysis: The effectiveness of the integrated STEM technology pedagogical content knowledge learning model on the 21st century skills of high school students in the science department. International Journal of Education and Literature, 1(2), 68–76. https://doi.org/10.55606/ijel.v1i2.32

Zulyusri, Z., Desy, D., Santosa, T. A., & Yulianti, S. (2022). Meta-analysis: The effect of the technological pedagogical content knowledge (TPACK) model through online learning on biology learning outcomes, learning effectiveness, and 21st century competencies of post-COVID-19 students and teachers. International Journal of Progressive Sciences and Technologies, 34(2), 285. https://doi.org/10.52155/ijpsat.v34.2.4631

Zulyusri, Z., Elfira, I., Lufri, L., & Santosa, T. A. (2023). Literature study: utilization of the PjBL model in science education to improve creativity and critical thinking skills. Jurnal Penelitian Pendidikan IPA, 9(1), 133–143. https://doi.org/10.29303/jppipa.v9i1.2555

##plugins.themes.bootstrap3.article.details##