

































 

 

Ability Solving Problem And Think Critical Mathematical Through 
Problem based Flipped classroom Help Videos 

 
Rosita 1 , Hasratuddin 2 , Tian Abdul Aziz 3 

1,2,3 Postgraduate Mathematics Study Program, Open University 
E-mail:rocitadra014@gmail.com 

 
 

Abstract 
 
This research examines about Ability Solving Problem And Think Critical Mathematics through 
learning models Problem Based Flipped Classroom with gender based video assistance .This 
research was conducted at SMP Negeri 29 Medan.This research is quasi-experimentaland 
includes quantitative if research. The research subject is class IX-7 as a class experiment with 
amount student man 13 person And Woman 18 person, where as For class IX -5 as a class 
control with boys amount 15 person And Woman 16 person. Instrument Which used in study 
This is test ability solving problem and test mathematical critical thinking skills in the form of 
descriptions on congruence material and congruence. Results study show that ability problem 
solving and students' mathematical critical thinking skills have in creased after the 
implementation of learning using the problem learning model based flipped classroom with the 
help of learning videos. In learning, students become more motivated For Study. Response 
student to learning use problem based flipped classroom help videos very positive. Students 
become more enthusiastic in learning mathematics so that the model learning problem based 
flipped classroom help videos learning can made one alternative in learning mathematics in 
improving abilities problem solving ,critical thinking skills and motivation to learn mathematics 
when students. 
 
Say Key: Problem based Flipped classroom ,Videos Learning, Ability Solving Problem, Ability 
Think Critical Mathematical 
 
 
INTRODUCTION 

Education is activity planned Which going on lifetime life and needed for man. 
Education No only happen in school ,but also can happen in family and society. Therefore, 
education is a shared responsibility between family, public and government. Without education, 
man will feel difficult and development progress something nation Also will slow down. By 
Because That, education must leads to the development of human beings who can develop, have 
quality and are competitive inside own character and morality Which tall. 

According to La Hewi and Mu Shaleh (2020: 66) based on the Indonesian state PISA test 
Stillis a ton order lowin ability science, ability read and problem solving ability and 
mathematical critical thinking ability. Latest results from PISA 2018 show that still low level 
ability student–student Indonesia when compared to other countries. Of the 79 participating 
countries in PISA 2018, it is known Indonesia occupy position 10 bottom from country Which 
participate. Ability Mathematics with a score of 379 points and is in 73rd position. From the 
results from this we can see that the ability of Indonesian students to solve questions -questions 
that require the ability to analyze, give reasons and communicate the min a manner effective, as 
well as solve And interpret problem in variouss situation is still very lacking. By there fore it is 
necessary to make efforts to improve performance Indonesia in field mathematics, Wrong only 
one with increase ability solving problem and thinking ability critical mathematical student. 

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mailto:rositadra014@gmail.com


 

 

According to (NCTM, 2000) problem solving is important for the development of 
science mathematics. Bells, (1978) explain If solving problem mathematics Can make it easier 
for students to develop their abilities and help when applying ability in Lots circum stances. 
Butin fact, there is Lots student Which Still difficult for solve problem This. Not yet until 
maximum ability This Because characteristic abstract mathematics and its processes in class, 
namely the teacher only explains the material, provide examples because, as well as give 
question (Amr & Eternal ,2013). 

According to Lester ( Branca N. A, 1980), students must be proficient in solving problem. 
Lester emphasizes that problem solving is the essence of mathematics. So teachers should design 
their lessons to help students acquire these skills.where math problems are generally in the form 
of questions related to problems contextual. A question become problem student if his students 
This not own method the solution. This is in accordance with problem-based flipped classroom 
learning is Wrong One model learning Which can reduce capacity activity learning in the 
classroom by maximizing interaction with each other, namely the teacher, students and their 
environment so that learning is of higher quality and can improve ability think critical 
(Widyasarietal.,2021). 

The problem-based flipped classroom model is a model that is centered on students in 
order to increase the effectiveness of learning (Damayanti &Sutama, 2016). Fund a mental 
features This model is by involving students before class starts, generally with assignments to 
read, watch videos, or analyze their activities (Lage, Platt &Treglia in Mc. Cullum, 2015) so that 
students are expected to have related concepts the material taught before being given problems 
in face-to-face classes. Student with understanding draft Which Good Of course will support 
ability solving the problem. This supported study (Luftiatuletal.,2021) Which state that flipped 
classroom learning model is effective in order to increase comprehension skills concepts and 
solving student problems. Besides that, according to Kusnandar (Fikri, 2019) flipped classroom 
is a teaching technique that changes the traditional teaching culture to in form media. For 
example, Teacher Which explain draft congruence and congruence on board write with learning 
normal resulted student tend bored. If we apply learning with a problem based flipped classroom 
it will renovating the learning system by recording lessons in video for mso that student can 
watch it returnin House. 

With learning problem based flipped classroom i hope _can in crease self confidence and 
student learning out comes, because this model can increase interaction between educators and 
students and between students and students, time learning in class more effective And efficient, 
as well as increase ability Study in dependent and is an effective strategy used in maximizing 
student responsibility explore learning material online so that it supports motivation and interest 
in produce that understanding maximum (Fedistia&Musdi,2020). 
 
METHODSTUDY 
 

This research method is a quasi- experimental Which try for know There is nope 
difference Because influence "something" Which imposed on subject, that is "student". Type 
study here is study quantitative and the intended effect is to improve problem solving abilities 
and ability think critical mathematical from answer results student to ability test solving problem 
And test ability think critical students. 

This study involved two classes that used different treatments. Use one class as the 
experimental class and the other as the control class. Second class It provides different treatment 
to determine critical thinking skills mathematics and students' problem solving abilities. The test 
given is a pre-test.research and post-research tests. The design of this study can be seen in the 
table below This. 

 

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Method study This design Two Groups Pretest–Postest Design 
Group Pretest Treatment Postest 

Class Experiment T1 X T2 

Class Control T1 - T2 

 
Information: 
T1:pretest given to class experiment And class control before treatment 
T2:postest given to class experiment And class control after treatment 
X :learning with problem based flipped assisted classroom tutorial video. 

The sample in this study consisted of two classes, namely the experimental class and the 
experimental class control taken by cluster random sampling technique , namely the group 
sample technique Which taken in a mannerr and om (random).Matter This done Because ability 
all class assumed the same  or homo geneous. In matter This, sample Which chosen is class IX-7 
as Experimental class with 13 male students and female students as much 18 person Class 
experiment taught with use model learning Problem Base Flipped Classroom is assisted by 
videos while class IX-5 is used as a class control with 15 male students and 16 female students 
person. Class control taught with use learning normal. 

The research procedure is to give a pretest to the sample in the experimental class as well 
as the control class to determine the ability of students of each class before applied problem 
based flipped classroom .Then the process is in class experiment given a problem-based flipped 
classroom learning model , while the control class still use learning normal. Then done test end 
to use measure ability each class especially class after use problem based flipped classroom. 
Research in strum entie question description pre test and post test as tool measuring ability. The 
problem solving test instrument was taken on the instrument that was carried out by (Pudin, 
2016) namely 5 description questions. The test instrument has been valid and reliablet all so that 
with there by instrument proper used. Grill equestion in preparation of the instrument there is 
under This: 

 
Table 1 

Grille Question Solving Problem Mathematical 
Indicator Instrument No. _grain 

Question 
Inspect adequacy element And finish problem Test 

Description 
1 

Look for  alternative solutions and do it 
counting 

Test 
Description 

2 

Inspect adequacy elements and formulate problem Test 
Description 

3 

Carry out plan( finish calculation ) Test 
Description 

4 

Inspect truth answer Test 
Description 

5 

 
The level of problem solving ability and mathematical thinking of a student indicated by 

their scores on the problem-solving ability test. The following is rating guidelines Which used 
refer son Arikunto (2013). 

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Table2 
Qualification Guidelines Scoring 

Mark Qualification Information 

81–100 A Verytall 

61-80.99 B Tall 

41–60.99 C Enough 

21-40.99 D Low 

0–20.99 E Verylow 

Mark percentage Which obtained from calculation Then categorized as in accordance 
reluctantly table following. 

Table3 
Category percentage ability think critical 

Score Average Criteria 
0<x≤43.75 Very low 

43.75<x≤62.50 Low 
62.50<x≤71.50 Currently 
71.50<x≤81.25 Tall 
81.25<x≤100 Very Tall 

(Normaya, 2015: 96) 
Data study shaped data quantitative obtained _from results analyze answer student in whole 

question description Which given. Data quantitative analyzed in order to determine the increase 
in problem solving abilities and abilities think critical mathematical student with use calculation 

N-Gains. Criteria N-Gains there is under This: 
 
Table4. Categories Score N-Gains 

Mark Ngains Category 
>0.7 Tall 

0.3≤ �≤ 0.7 Currently 
�< 0.3 Low 

(Meltzer,2002) 
 
Results And Discussion Study 

From results analysis answer on Pretest And Post test question solving problem from 31 
student summarized on table following: 

Table5 
Test results Ability Solution to problem in Class Experiment and Class Control 

 
No Criteria Class Experiment Class Control 

Pretest Posttest Pretest Posttest 
1 Flat -flat 31.87097 83.16129 32.6129 66.6774 
2 Standard Deviation 12,091 9,227 10.125 9,339 
3 Mark maximum 55 100 55 85 
4 Min value 5 5 5 40 

 

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Based on the table 5.is known that on class Which apply learning with video-assisted flipped 
classroom had an average of 31.87 before learning. Meanwhile, after learning, it increased to 
83.16.Prior to learning, the test results were good for classes that applied learning with problems 
based flipped classroom and control class that apply regular learning mark completeness Study 
minimum. 
 

For analyze interaction gender with ability solving problem can we'll see on chart under 
this: 
 
Figure 1 The interaction of learning models with gender on ability solving problem mathematics. 

Based on image analysis 1 above can noticed that gender And model learning used in the 

experimental and control classes did not interact withstudents' problem solving abilities. It 
means problem solving ability students only influenced by model learning Which used. 
 
Tests of Between-Subjects Effects 
Dependent Variables: Results_KPM 

 
Source 

Type III sum 
Of Squares 

 
df 

 
Means Square 

 
F 

 
Sig. 

Corrected Model 4701.759 a 3 1567.253 19,420 .000 
Intercepts  340327332 1 340327332 4216977 .000 
Class  3896388 1 3896388 48,280 .000 
Gender  446,138 1 446,138 5,528 022 
Class* Gender 47,603 1 47,603 .590 .446 
Error  4680838 58 80704   
Total  357383000 62    
Corrected Total 9382597 61    

a. R Square d=.501(Adjusted R Square d=.475) 
 
Results Ability Test Think Critical Mathematical Student On Class Experiment And 
Control  Class 

Table 6 
Results Ability Test Think Critical Mathematical Student On Experiment Class And Class 

Control 
No Criteria Class Experiment Class Control 

Pretest Posttest Pretest Posttest 
1 Flat -flat 32.65 84.06 32,10 65,65 

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2 Standard Deviation 9,597 9.125 12.023 11,476 
3 Mark maximum 55 100 55 85 
4 Min value 5 55 5 40 
 
Based on the table 6 noted that on class who apply learning with video-assisted problem-

based flipped classrooms had an average of 32.65 before learning. Where as after study, 
increased become 84.06. 
Prior to learning, the test results were good for classes that applied learning with problems based 
flipped classroom and control class that apply regular learning mark completeness Study 
minimum. 
 

 
Figure 2 .The interaction of learning models with gender on thinking skills critical student 

mathematics. 
 
In figure 2 in above it can be seen that gender with a learning model that used in the 

experimental and control classes did not interact with critical thinking skills student 
mathematics. This means that students' problem solving abilities are only influenced by model 
learning Which used. 
 
Post Hoc Tests of Between-Subjects Effects 

Dependent Variables: Results_KBK 
 

Source 
Type III  Sum 

of Squares 
 

df 
 

Means Square 
 

F 
 

Sig. 
Corrected Model 5704.322 a 3 1901,441 18,370 .000 
Intercepts 344979.169 1 344979.169 3332926 .000 
Class 5373.203 1 5373.203 51,912 .000 
Gender 444,464 1 444,464 4,294 043 
Class* Gender .636 1 .636 006 .938 
Error 6003372 58 103,506   
Total 359109000 62    
Corrected Total 11707694 61    

a.R Square d=.487 (Adjusted R Square d=.461) 
 

Table7. Calculation Results of N-Gain Score for Problem Solving Ability 
Referring to the N-Gain Value in percent (%) and the Descriptive output table above, so 

We can make a table test calculation results N-Gain score as follows: 
 

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Class 

 
N 

 
Means 

 
std.Deviation

std. Error Means 

N_Gain_Score Class Experiment 3176.0123 11.89200 2.13587
Class Control 3150.1819 14.04531 2.52261

 
From the table above , it is known that the average value (Mean) of N-Gain_Percent for 

the Control Classis 50.1819 or if it is rounded up to 50.18%. So based on the tablethe category 
of interpretation of the effectiveness of the N-Gain value (%) above, it can be concluded that use 
model learning normal (on control class) not enough effective For improve problem solving 
skills in material mathematics subjects Congruence and congruence in class IX students of SMP 
Negeri 29 Medan Tahun Lesson 2022/2023. Based on statistical calculation son students' critical 
thinking skills it was found that the average N-Gain was 76.64% or in the high category, while 
the control class was found to have an average of 50.04. This shows if there is an increase in 
students' critical thinking skills after using model learning problem based flipped classroom. 
 
Discussion 

The pretest value of mathematical problem solving abilities was carried out for both 
classes sample that is experimental class and class control evenly–flat respectively–respectively 
class based on type gender ie on class student experiment man–man own flat –flat 44,605 while 
on average Woman 47,692. This data shows that the average value– average girl more big 
compared to the average value of men. In the control class, the average value of men is at pretest 
that is as big 45,769 and flat- flat female 44,736.DataThis show that mark average _ _man–man 
more big compared to with value flat–flat Woman. 

Based on mark post test on class experiment, mark flat–flat man–man as big 81,518 Where 
more big than mark flat- flat women of 78.947.On control class mark flat–flat boy _ _69.03 and 
greater compared to with value flat–flat big girl 67.50. Mark average _ _whole post test class 
experiment that is 80 And mark post test class control that is 69,39 temporary      the      calculated F 
value > F table is 4.20 > 4.0 which indicates that there is a significant influence between model 
learning Which used to ability solving problem student. On table test ANAVA can also seen that 
value significance between learning and ability problem solving of 0.02 <0.05, meaning that 
there is a significant influence between learning with ability solving problem mathematics 
student. 

Big influence can seen from big flat–flat second class Where difference flat–flat class 
experiment through pretest and post test more big than difference flat–flat class control. Mark 
the average of the experimental class with the learning model problem based flipped classroom 
video assisted increase from 45.85 to 80.0 with an increase of 74 percent, while the average– 
average control class with learning normal as big 45,15 become 68,125 with enhancement 50 
percent .If seen based on enhancement flat -average ability solving problem student, influence 
learning with learning Problem Base Flipped classroom more Good rather than learning normal. 

Results study This show that in learning mathematics new fangled problem based flipped 
classroom can increase ability student. Problem-Based Models Flipped Classroom helps 
students with heterogeneous student comprehension abilities. For students who have problems 
understanding the material can see the learning video again so that students' conceptual 
understanding can be formed. This is according to Purwanti's research (2015) if perception 
student on result learning become positive with videos learning. Matter This according to 
Johnson's opinion (Maolidah et al., 2017). In addition, Schultz (Julinar & Yusuf,2019) students 
also consider the flipped learning model to be more flexible in use time Study they. This confirm 
that problem based flipped classroom can become an alternative in teaching because it makes 
students more in dependent in learning. Students who get problem based flipped classroom 
learning produce think krtits mathematical And motivation Study Which more Good compared 

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use ordinary learning. These results are also in accordance with the research hypothesis, that 
there is the effect of problem-based flipped classroom learning on improving abilities solving 
problem and think critical mathematical (Widyasarietal.,2021). 

According to Betty Love (Alfina et al., 2021) stated that, " Flipped Classroomis a new 
learning paradigm which was originally in the form of screen casts, video recordings learning 
that allows students to learn outside the classroom, while in the classroom used For activity 
active Learning, Problem based Learning (PBL) And Practice learning ".Based on opinion para 
expertin on, researcher con clude that Problem based Flipped classroomis something model 
learning Which used For minimize instruction with the teacher and maximize one-on-one 
interaction because of this model teach students to be more active in independent learning 
because the material will be studied at home and task will done in class. 
 
Conclusion 

From the results research can in the knot that if _use model learning problem based flipped 
classroomin a manner can significantly improve students' ability to solve problems and think 
mathematical critical. The benefits of this research are conveyed that to improve can use the 
learning model thus problem based flipped classroomit can be rightas an alternative for learning 
Which can improve understanding problem solving and students' mathematical critical thinking. 
  
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	Ability Solving Problem And Think Critical Mathematical Through
	INTRODUCTION
	METHODSTUDY
	Table 1
	Table2
	Table3
	Table4. Categories Score N-Gains
	Results And Discussion Study
	Table5
	Results Ability Test Think Critical Mathematical Student On Class Experiment And Control  Class
	Table 6
	Post Hoc Tests of Between-Subjects Effects
	Table7. Calculation Results of N-Gain Score for Problem Solving Ability
	Discussion
	Conclusion
	List References

