Improved Metacognition Reviewed Based on Mathematical Resilience Through Flipped Classroom
Herlinda Lulu Cahya Andari a), Wati Susilawati b), Hamdan Sugilar c)

Mathematics Education Department, UIN Sunan Gunung Djati Bandung, Indonesia
a) 1182050043[at]student.uinsgd.ac.id
b) wati85[at]uinsgd.ac.id
c) hamdansugilar[at]uinsgd.ac.id

b) Corresponding author: wati85[at]uinsgd.ac.id

Abstract

The Flipped Classroom method challenges students to be actively involved and responsible for mastering the material in the blended learning process in the COVID-19 pandemic era. However, students need adjustments and guidance from the teacher to improve their metacognitive abilities. The purpose of the study was to describe metacognitive abilities through the Quipper School-assisted Flipped Classroom method based on mathematical resilience. Using the classroom action research method, involving class XI MIPA 1 SMA in Bandung Indonesia. The instrument used is a metacognitive ability test and non-test consists of a questionnaire. The findings are that: there is an increase in students^ metacognitive abilities based on a high level of mathematical resilience, indicating a good category. The level of resilience is moderate and low, each of which increases their metacognitive ability in the sufficient category. Blended Flipped Classroom learning with the help of Quipper School facilitates the process of initial concept construction, social interaction, and a good reflection process.

Keywords: Blended learning- Classroom Action Research- Metacognition

Topic: Mathematics Education