Implementasi Self Regulated Flipped Classroom pada Mata Kuliah Kalkulus

  • Fariz Setyawan Universitas Ahmad Dahlan
  • Afit Istiandaru Universitas Ahmad Dahlan, Yogyakarta

Abstract

Target yang ingin dicapai dalam penelitian ini adalah mendeskripsikan sejauh mana pendekatan SRFC mampu membuat mahasiswa program studi pendidikan matematika Universitas Ahmad Dahlan (UAD) belajar mandiri. Paradigma baru yang berkembang di perguruan tinggi menuntut pembelajaran harus mampu memandirikan mahasiswa dalam belajar (self regulated learning). Pendekatan pembelajaran yang secara teori berpotensi mampu memfasilitasi belajar mandiri adalah pendekatan SRFC. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Bedasarkan hasil penelitian, penulis berharap pendekatan Self Regulated Flipped Classroom (SRFC) tidak hanya diterapkan pada mata kuliah Kalkulus diferensial saja melainkan dapat menjadi rujukan pada mata kuliah lain. Adapun pelaksanaan SRFC dari sisi kognitif masih memiliki kekurangan dimana mahasiswa belum terlibat aktif dalam melakukan refleksi berpikir selama pembelajaran, namun mahasiswa lebih terlibat aktif dalam sisi intepretasi. Selain itu, motivasi dan perilaku mahasiswa cenderung positif selama menggunakan pendekatan pembelajaran SRFC. Hal ini dikarenakan adanya dukungan dari pengajar dan teman sejawat serta interaksi selama pembelajaran berlangsung.


Kata kunci: kalkulus, SRFC, kemandirian belajar.


 


ABSTRACT


This research aims to describe the SRFC approach through self regulated indicators and the result of the study of college students in Universitas Ahmad Dahlan. The new paradigm related to Higher Level Education strive for students whom can independently get their own knowledge. SRFC has a potential method to make the students study independently. This research is using qualitative descriptive approach. Based on the result, the author recommend to used SRFC approach not only implemented in Calculus Diferential course but also the other subject. As far as the SRFC activities, cognitive domain hasn’t actively contributed in teaching and learning process because the students havent involve their reflection in learning the subject. However, their intepretation of the subject is actively involved better. In addition, the motivation and the attitude of the students is positive in using SRFC approach. It is because there are support from the teacher and their collegaues and their interaction while they were studying.


Keywords: calculus, self-regulated learning, mastery learning.

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References

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Published
2019-01-04
How to Cite
SETYAWAN, Fariz; ISTIANDARU, Afit. Implementasi Self Regulated Flipped Classroom pada Mata Kuliah Kalkulus. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, [S.l.], v. 3, n. 1, p. 119-124, jan. 2019. ISSN 2549-5070. Available at: <http://e-journal.ivet.ac.id/index.php/matematika/article/view/699>. Date accessed: 21 mar. 2019. doi: https://doi.org/10.31331/medivesveteran.v3i1.699.