The Effects of Flipped Classroom Model with Heutagogy and Self-Efficacy Approach to Higher-Order Thinking Skills

Yowelna Tarumasely

doi:10.17977/um039v7i22022p144

The Effects of Flipped Classroom Model with Heutagogy and Self-Efficacy Approach to Higher-Order Thinking Skills

Yowelna Tarumasely

Abstract

Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penerapan flliped classroom berbasis heutagogy dan self efficacy terhadap ketrampilan berpikir tinggi/High Order Thinking Skills ( HOTS) terhadap mahasiswa PAK Semester V pada mata kuliah perencanaan Pembelajaran. Metode penelitian yang digunakan adalah kuasi eksperimen ( Quasi Esperimental Design) dengan desain factorial dua kali dua. Sampel berjumlah 48 mahasiswa, terdiri atas kelompok eksperimen dan control. Instrumen penelitian berupa angket untuk mengukur self efficacy dan tes untuk mengukur ketrampilan berpikir tinggi. Analisis data menggunakan ANOVA dua jalur Dan semua uji asumsi parametric dilakukan pada nilai signifikansi 5%. Hasil penelitian 1) ada perbedaan hasil belajar HOTS antar kelompok mahasiswa dengan pendekatan Heutagogy dan mahasiswa dengan pendekatan andragogy, 2) ada perbedaan hasil belajar HOTS antara kelompok mahasiswa berdasarkan tingkat self efficacy, 3) tidak ada interaksi antara Flipped Classroom dengan pendekatan Heutagogy dan self efficacy terhadap hasil belajar HOTS.

Abstract: This study aimed to determine the effects of the application of heutagogy-based flipped classroom and self-efficacy on Higher-Order Thinking Skills (HOTS) for PAK Semester V students in the lesson planning course. The research method used was a quasi-experimental design with a two-by-two factorial design. The sample consisted of 48 students, consisting of the experimental and control groups. The research instrument was a questionnaire to measure self-efficacy and a test to measure higher thinking skills. Data analysis used two-way ANOVA, and all parametric assumption tests were performed at a significance value of 5%. The results of the study showed 1) there were differences in HOTS learning outcomes between groups of students with the heutagogy approach and students with andragogy approaches, 2) there were differences in HOTS learning outcomes between groups of students based on the level of self-efficacy, and 3) there was no interaction between Flipped Classroom with the heutagogy approach and self-efficacy on HOTS learning outcomes.

Keywords

flipped classroom, Heutagogi, Self Efficacy, HOTS

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DOI: http://dx.doi.org/10.17977/um039v7i22022p144

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