PENINGKATAN PEMAHAMAN NILAI-NILAI DEMOKRASI INDONESIA DENGAN MENERAPKAN METODE FLIPPED CLASSROOM KOMBINASI STRATEGI TEAM GAMES TOURNAMENT PADA SISWA KELAS XI MIPA 1 SMA NEGERI 1 KOTA MUNGKID

Abstract

This study aims to describe the process, effectiveness, constraints, and solutions of the application of the Flipped Classroom method combined with the Team Games Tournament strategy in class XI MIPA 1 students in SMA Negeri 1 Kota Mungkid. This study uses a combination of qualitative and quantitative approaches (mixing methods). The qualitative approach design uses a case study, while the quantitative one uses a pre-experimental one group pretest posttest design. Qualitative data collection using in-depth interviews, observation, and documentation. Quantitative data collection using a questionnaire. The validity of qualitative data uses triangulation of sources and techniques, while the validity of quantitative data uses content validity that is tested by the Correlation Product Moment formula rough numbers and reliability of test instruments are tested using KR 20. Analysis of data in qualitative approaches uses interactive analysis, whereas in quantitative approaches uses Paired Sample T-test.The normality test data of this study used the Kolmogorov-Smirnov test by calculating the Pretest and Posttest normality tests. The normality test in Pretest obtained the largest [f(x)-s(x)] value < Kolmogorov-Smirnov table value or 0.1129 < 0.29407, which means that Ho was accepted, while the Posttest normality test obtained the value of [f(x)-s(x)] largest < Kolmogorov-Smirnov table value or 0.01357 < 0.29407, means that Ho is accepted. Based on the results of the two tests of normality it can be concluded that the results of the Pretest and Posttest are normally distributed. Data analysis using Paired Sample T-Test. The results showed that the tcount of 14.873 was greater than the 2.086 t table with a significance level of 0.05. The average value of Pretest 15.55 increased to 18.5 at Posttest. If on a scale of values from 0-100 the average Pretest of 77.75 increased to 92.50 at the Posttest. Based on the results of the two Pretest and Posttest data, it can be concluded that the hypothesis proposed by Ho is rejected and Ha is accepted, meaning that there is a difference in understanding the values of Indonesian Democracy after implementing the action by applying the Flipped Classroom method combined with the Team Games Tournament strategy for the XI MIPA 1 grade students of SMA Negeri 1 Kota Mungkid. The difference shows an increase in the average score of understanding of Indonesian Democratic values from Pretest and Posttest using the Flipped Classroom method combination of Team Games Tournament strategy in class XI MIPA 1 students in SMA Negeri 1 Kota Mungkid. Based on the conclusions in above, implies that the understanding of Indonesian Democratic values can be improved if learning is carried out by applying the Flipped Classroom method combined with Team Games Tournament. If you want to increase the understanding of Indonesian Democratic values in students, then one alternative that can be done is to use the Flipped Classroom method combined with Team Games Tournament. Obstacles in increasing understanding of Indonesian Democratic values by applying the Flipped Classroom method combined with the Team Games Tournament strategy for students of Class XI MIPA 1 in SMA Negeri 1 Kota Mungkid, namely less than the maximum because of the very short time. An alternative solution to overcome these obstacles is that researchers are better at managing reporters and preparing backup plans so that the application of the Flipped Classroom method and Team Games Tournament strategy can be maximized. Keywords: Indonesian Democracy, Flipped Classroom, Team Games Tournament.