The Influence of Flipped Classroom Towards Students' Motivation and Learning Outcome in Mathematics: A Case of Students in SD Hj Isriati Baiturrahman 1 Semarang

Elementary Islamic Teacher Journal Pub Date : 2021-07-09 DOI:10.21043/ELEMENTARY.V9I1.10880

Andrian Gandi Wijanarko, Mahardika Ganeswara

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引用次数: 3

Abstract

Abstract The research problem of this study is whether the implementation of flipped classroom affects the students' motivation and achievements, whether there is the influence of motivation on students' achievement in Mathematics of the fourth grades students of SD Hj. Isriati Baiturrahman 1 Semarang? This research is a quantitative experimental research. The research design is quasi experimental research using non-quivalent control group design. The samples were used as the experimental class and control class with total of 68 students. The T test results show t count > t table (3.608> 1.665). In conclusion flipped classroom influence on students' motivation. The T test results show t count > t table (1.854> 1.665). In conclusion learning flipped classroom effect on student learning outcomes. Significance test analysis results obtained F count> F table (3113.84> 4, 14), it means a significant regression equation. Analysis results obtained coefficient of determination R2 = 0.7534 = 75 %. In conclusion there is an influence of learning motivation on Math learning outcomes.

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翻转课堂对学生数学学习动机和学习成果的影响——以以色列SD学生为例[j]

摘要本研究的研究问题是翻转课堂的实施是否影响学生的动机和成绩，动机是否对SD Hj四年级学生的数学成绩有影响。以色列人Baiturrahman 1三宝郎?本研究为定量实验研究。本研究设计为准实验研究，采用非等效对照组设计。样本分别作为实验班和对照班，共68名学生。T检验结果显示，表中有1个>(3.608> 1.665)。综上所述，翻转课堂对学生学习动机的影响。T检验结果显示，T计数为1.854> 1.665。综上所述，学习翻转课堂对学生学习成果的影响。显著性检验分析结果得到F count> F表(3113.84> 4,14)，表示回归方程显著。分析结果得出决定系数R2 = 0.7534 = 75%。综上所述，学习动机对数学学习结果有影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Elementary Islamic Teacher Journal

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审稿时长

12 weeks