Development of Learning Videos for High School Mathematics Curriculum Subjects with Flipped Classroom Models to Improve Students' Critical Thinking Skills

Abstract

During the current pandemic, students have difficulty understanding mathematical material, usually they are taught by lecturers face-to-face and now online, the obstacle experienced by students is that they feel that learning is not optimal because often the signal is not good and is not steady and cannot meet the lecturer. , to reduce this problem, it is necessary to make a video of learning material that will be delivered by a mathematics lecturer by the lecturer who teaches, the video is placed on youtube and the youtube link is given to students to study first for the upcoming meeting, this is in accordance with the flipped classroom model where students are asked to learn first the video made by the lecturer before being explained directly by the lecturer,It is expected that students are able to think creatively about video material made by their lecturers and students are able to analyze material deficiencies that have not been understood by them and then explained by their lecturers at the next meeting, while the research method used is using the ADDIE R & D model (Analysis, Design, Develop). , Implementation and Evaluation) which was carried out for 2 years with the analysis, design and develop steps in the first year and the implementation and evaluation steps in the second year, the output of this research is the copyright product of a video application learning material system of linear inequalities, linear equations and linear programming and Additional outputs are scientific publications in the European Journal of Educational Research indexed by Scopus Q3 with the link https://www.eu-jer.com/ who has been submitted and attended the ICDESS international seminar as a presenter, then based on the results of the validation of material experts and learning media experts, the average value is 92.5 percent, meaning that the learning video product for the system of linear inequalities, linear equations and linear programs is in the very category. suitable for use in learning high school mathematics curricular subjects, while student responses after using learning video products with a feasibility value of 87.82% are in the good category, from the results of expert validation and student responses, this learning video product is suitable to be used as a learning supplement in the classroom and amplified valueThen based on the results of the validation of material experts and learning media experts, the average value was 92.5 percent, meaning that the video product learning material for linear inequality systems, linear equations and linear programs was categorized as very suitable for use in learning high school mathematics curricular subjects, while student responses after using the learning video product with a feasibility value of 87.82% it is in the good category, from the results of expert validation and student responses, it shows that this learning video product is worthy of being used as a learning supplement in the classroom and reinforced by the valueThen based on the results of the validation of material experts and learning media experts, the average value was 92.5 percent, meaning that the video product learning material for linear inequality systems, linear equations and linear programs was categorized as very suitable for use in learning high school mathematics curricular subjects, while student responses after using the learning video product with a feasibility value of 87.82% it is in the good category, from the results of expert validation and student responses, it shows that this learning video product is worthy of being used as a learning supplement in the classroom and reinforced by the valuewhile the student response after using the learning
video product with a feasibility value of 87.82% is in the good category, from the results of expert validation and student responses it shows that this learning video product is worthy of being used as a learning supplement in class and reinforced by the valuewhile the student response after using the learning video product with a feasibility value of 87.82% is in the good category, from the results of expert validation and student responses it shows that this learning video product is worthy of being used as a learning supplement in class and reinforced by the value the average posttest of the experimental class is x1 = 81.33 and the average of the control class is x2 = 70.59 with tcount of 4.29 and ttable of 1.78. Because tcount > ttable which is 4.29 > 1.78 then Ho is rejected. This means that classes that receive treatment with learning videos have better learning outcomes than classes with conventional learning