Abstract
In recent years, the integration of Flipped Classroom and gamification in teaching and learning process became popular in order to provide flexibility in teaching and learning process. The purpose of this study was to develop and validate the content of GamyFlip-Pro module in teaching and learning a topic Programming for pre-university students. This module was developed based on Sidek and Jamaludin’s Model, Flipped Classroom Approach, and The Five Steps of Applying Gamification in Education by Huang and Soman. The development process involves two main process namely; development of module draft, experts’ reviews and implementation of content validity for the modules. Since the development of module draft complete, five subject matter experts will review the module draft. Then, module modification was done based on suggestion and recommendations by subject matter experts followed by the process of calculation content validity of the module. The percentage of experts’ agreement obtained for this module ranged from 73% to 90%. This finding shows that GamyFlip-Pro module has a good content validity. This finding reinforces the use of flipped classroom and gamification approach in the design of teaching and learning modules and establish the pedagogy of flipped learning and gamification in teaching programming.
Highlights
Flipped classroom and gamification are two increasingly popular approaches in Education field
Flipped learning was practiced by combined face-to-face and nonface to face teaching and learning approach (Zainuddin & Halili, 2016)
According to Holland & Holland, (2014) and Zainuddin (2018) flipped classroom is a modern pedagogical approach which is gaining popular among an educator
Summary
Flipped classroom and gamification are two increasingly popular approaches in Education field. Flipped learning was practiced by combined face-to-face and nonface to face teaching and learning approach (Zainuddin & Halili, 2016). According to Holland & Holland, (2014) and Zainuddin (2018) flipped classroom is a modern pedagogical approach which is gaining popular among an educator. It is proven that this approach promotes active participation of students and flexibility within educational processes (Flores & Silva, 2016). Through the flipped classroom practice, the classroom transform into an active, dynamic and authentic where educator guides and facilitate the students to apply the concepts and engage creatively in the subject matter (Holland & Holland, 2014; Hwang & Lai, 2017)
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