MODEL PEMBELAJARAN VIRTUAL FLIPPED CLASSROOM: EFEK PADA MOTIVASI DAN KINERJA KALKULUS MAHASISWA

Abstract

This study aims to determine the effectiveness of the application of the Virtual Flipped Classroom (VFC) learning model in terms of student motivation and calculus performance. This type of research is quantitative with one group pretest-posttest design. This research was conducted at the Civil Engineering Study Program, Faculty of Science and Technology, Universitas Sembilanbelas November Kolaka. The sample of this study was 28 students programming the calculus I course. To determine the effectiveness of the VFC model on student calculus performance using the paired sample t-test. Meanwhile, to determine the effectiveness of motivation using the one-way MANOVA test. The data normality test used the Shapiro Wilk and the data homogeneity test used the Lavene Test were also included as an assumption test. The results of the data analysis show that the average motivation score has increased significantly after the application of the VFC model. Likewise, with the student calculus performance variable, the t-test results showed that there was a significant difference between the average calculus performance scores of students before and after the application of the VFC model. The VFC learning model is effective for student motivation and calculus performance. Students' motivation and calculus performance increased significantly after the application of VFC with moderate improvement criteria.