Effects of the Flipped Classroom on Understanding the Thermodynamic Concept at High School Students

Khusnul Basriyah,Moh Toifur,Guntur Maruto,Dwi Sulisworo,Nurul Huda Abd Rahman

doi:10.13189/ujer.2020.081506

Abstract

This study explains the increase in 11th-grade student achievement on the thermodynamic subject with a flipped classroom approach that was assisted by learning animation videos developed using Powtoon application. This research was a quasi-experimental design with a pretest-posttest control group design. The sample of this study was two classes from five classes of 11th-grade students. Instruments for collecting data on achievement used test instruments in the form of multiple choices. Non-test instruments in the form of questionnaires with a Likert scale were used to measure student learning motivation and numeric abilities. The statistical analysis techniques were T-test, ANOVA, and linear regression. The results of this study found that there was an increase in student achievement between before and after being taught with flipped classroom learning models assisted by learning animation videos. Also, there were also significant differences in achievement between students taught with flipped classroom learning models supported by learning animation videos compared to students who were taught conventionally. In this study numerical abilities can be used as predictors. The contribution of numerical ability to students who were taught with flipped classroom models was higher than in another group. The limitation of this study is that this study did not pay attention to the strategies paired on the development of animated videos. The selection of learning strategies that are attached to the animated video will be used to determine the effect on learning. In general, research on the flipped classroom does not emphasize the type of video used. This study highlights the attractiveness of the animation made in the learning video.

Highlights

The 21st century is known as the century of openness or globalization meaning that human's life in the 21st century experiences a fundamental change
This research aims to determine the influence of student's motivation on learning Thermodynamic, numeric ability towards achievement; and to evaluate the effectiveness of learning by using the Flipped Classroom learning model with Powtoon
Based on the result of the ANCOVA, there is no significant influence between motivation covariate and learning achievement, but for numeric capability, it is very substantial for student's learning achievement

Summary

Introduction

The 21st century is known as the century of openness or globalization meaning that human's life in the 21st century experiences a fundamental change It is different from the life's system in the previous century when learning process was still teacher-centered while learning in the 21st century requires learner-centered learning [1,2]. The process is not a difficult challenge for students because they frequently encounter difficulties in the learning process. One of the difficulties the students frequently have in the learning process is the difficulty in finishing the homework given by the teacher. Students with excellent numeric capabilities could finish assignments or homework given by their teacher [6]. For students with the lack of numeric capability, finishing homework individually is one challenge

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