Peningkatan Hasil Belajar Geografi dengan Model Pembelajaran Flipped Classroom Pada Konsep Hidrologi Pada Siswa Kelas X IPS 1 SMAN 1 Rawamerta

Komalasari, Siti (2022) Peningkatan Hasil Belajar Geografi dengan Model Pembelajaran Flipped Classroom Pada Konsep Hidrologi Pada Siswa Kelas X IPS 1 SMAN 1 Rawamerta. Sarjana (S1) thesis, Universitas Islam "45" Bekasi.

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Abstract

ABSTRACT Siti Komalasari. Classroom Action Research, 2022. Improving Geography Learning Outcomes Through the Flipped Classroom Learning Model on Hydrology Concepts for Class X IPS 1 SMAN 1 Rawamerta Students. Thesis, Geography Education, Faculty of Teacher Training and Education, Islamic University 45 Bekasi. The purpose of this study was to determine the learning process using the flipped classroom learning model in geography learning in class X IPS 1 SMAN 1 Rawamerta and to determine the effect of using the flipped classroom learning model on student learning outcomes in class X IPS 1 SMAN 1 Rawamerta. This research was conducted with a qualitative approach with a case study method. The research subjects in this study were 29 students. The type of test used in the form of multiple choice questions as many as 20 items with 5 alternative answers. Data collection techniques used are observation techniques and documentation studies. In this qualitative research is carried out through the orientation stage, exploration stage, member check stage. The implementation of research activities in improving geography learning outcomes through the flipped classroom learning model on the hydrological concept of class X IPS 1 students at SMAN 1 Rawamerta is a learning model that is applied to students in class X IPS 1 to determine the process and effect of using the flipped classroom learning model on student learning outcomes . The model used in this study uses the flipped classroom learning model while the material given is about the hydrological cycle, the learning time is on Wednesday at 07.00-08.45 West Indonesian time. In evaluating student learning outcomes, it is done by giving 20 items in the form of multiple choice. In the implementation of this learning does not always run smoothly there are several factors that hinder the learning process. The inhibiting factors in the learning process are the new normal conditions that are currently still ongoing, which can reduce the activity and quality of learning, and the lack of internet networks in some areas where students live which makes it difficult for students to participate in the online learning process, students are less active in the learning process.

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