Flipped Classroom Learning Design Using the ASSURE Model

Wiku Aji Sugiri,Basori Basori,Sigit Priatmoko

doi:10.20961/teknodika.v18i2.42279

Abstract

Limited learning time in class is one of the factors inhibiting instructional objectives. In connection with this problem, the flipped classroom is considered one form of the right strategy to achieve learning objectives. This research describes the development of a learning system based on the flipped classroom. The study was conducted at SMAN 10 Malang. The research subjects were 30 students in grade X. This development’s final product is the syntax of flipped classroom learning in PJOK subjects integrated with the ASSURE model. The development of this learning design has collaborated with the Unit Kegiatan Belajar Mandiri (UKBM)/ an independent learning design unit based on a learning management system (LMS). The validation results’ percentage of the learning design obtained a score of 93.33; the media validation results were 94.28; and, the content validation results were 92.00. The field trials’ results on the products also revealed satisfactory results with a percentage score of 80.61. Furthermore, the research subjects’ learning evaluation results interpreted that all students (100%) could achieve the KKM (Kriteria Ketuntasan Minimum) / minimum completeness criteria value. Thus, it can be concluded that the development of flipped classroom-based learning design is very effective or feasible to be implemented in PJOK.

Highlights

One of the mandatory curricula that must be held in schools is learning related to students’ physical and psychological development
The six components are (1) analyzing learner characteristics; (2) stating performance objectives; (3) selecting methods, media, and materials; (4) utilizing materials; (5) requires learner participation; (6) evaluation and revision. Some research results such as (1) Khazanah (2012) discovered that the learning system design development with the ASSURE model could increase learning outcomes by 83.33% in Surakarta
The learning design based on the flipped classroom in this study followed the ASSURE development pattern

Summary

Introduction

One of the mandatory curricula that must be held in schools is learning related to students’ physical and psychological development. The presence of Sports and Health Physical Education (PJOK) subjects complements the part of the national curriculum, which is applied through the subject approach. The PJOK subject’s objectives are to cultivate students' abilities in the aspects of physical fitness, movement skills, critical thinking, social reasoning, emotional stability, moral action, and a healthy lifestyle (Ridwanullah, 2014). The time allocation for learning PJOK can be said to be very limited. According to the Regulation of the Minister of Education and Culture No 36 of 2018, PJOK subjects only receive three hours per week (Kementerian, Pendidikan, & Kebudayaan, 2014). This limited-time requires subject teachers to be able to maximize learning activities

Methods

Results

Conclusion