INTEGRATION OF DEEP LEARNING INTO FLIPPED CLASSROOM WITH INSTRUCTIONAL VIDEOS TO IMPROVE MATHEMATICAL CONCEPTUAL UNDERSTANDING
Abstract
Students' mathematical conceptual understanding remains relatively low, particularly in topics that require deep reasoning. This study aims to determine the effect of integrating the Deep Learning approach into Flipped Classroom learning assisted by instructional videos on students' mathematical conceptual understanding. This study employed a quantitative approach using a quasi-experimental method with a Pretest–Posttest Control Group Design. The study was conducted at SMK Swasta Imelda Medan with tenth-grade students in the 2025/2026 academic year. The sample consisted of two classes selected using cluster random sampling, namely class X-1 as the experimental group and class X-2 as the control group. Data were collected using an essay test to measure students' mathematical conceptual understanding and analyzed using mean individual N-Gain scores, normality and homogeneity tests, and an independent-samples t-test. The results showed that the mean individual N-Gain score of the experimental class was 0.716 (high category), while that of the control class was 0.532 (medium category). The Independent Samples t-Test showed a Sig. (2-tailed) value of < 0.001, indicating a statistically significant difference in the improvement of mathematical conceptual understanding between the two groups. Therefore, the integration of the Deep Learning approach into Flipped Classroom learning assisted by instructional videos had a significant effect on students' mathematical conceptual understanding.
Pemahaman konsep matematika siswa masih tergolong rendah, terutama pada materi yang menuntut penalaran mendalam. Penelitian ini bertujuan untuk mengetahui pengaruh integrasi pendekatan Deep Learning dalam pembelajaran Flipped Classroom berbantuan video pembelajaran terhadap pemahaman konsep matematika siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain Pretest–Posttest Control Group Design. Penelitian dilaksanakan di SMK Swasta Imelda Medan pada siswa kelas X Tahun Ajaran 2025/2026. Sampel penelitian terdiri atas dua kelas yang dipilih menggunakan teknik cluster random sampling, yaitu kelas X-1 sebagai kelas eksperimen dan kelas X-2 sebagai kelas kontrol. Data dikumpulkan menggunakan tes uraian untuk mengukur pemahaman konsep matematika siswa dan dianalisis menggunakan rata-rata skor N-Gain individu, uji normalitas, uji homogenitas, dan Independent Samples t-Test. Hasil penelitian menunjukkan bahwa rata-rata skor N-Gain individu kelas eksperimen sebesar 0,716 (kategori tinggi), sedangkan kelas kontrol sebesar 0,532 (kategori sedang). Hasil Independent Samples t-Test menunjukkan nilai Sig. (2-tailed) < 0,001, yang menunjukkan adanya perbedaan yang signifikan dalam peningkatan pemahaman konsep matematika antara kedua kelompok. Dengan demikian, integrasi pendekatan Deep Learning dalam pembelajaran Flipped Classroom berbantuan video pembelajaran berpengaruh signifikan terhadap pemahaman konsep matematika siswa.
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