Implementation of Flipped Classroom to Improve the Student’s Learning Result in Senior High School Education, A case study: Senior High School 1 SETU BEKASI, INDONESIA

Halimatus Syakdiyah,Basuki Wibawa

doi:10.14419/ijet.v7i3.36.29096

Abstract

Chemistry lesson is one of the lessons considered difficult, especially in middle school students in Indonesia. This also happens in high schools in Bekasi. This study aims at improving the specific learning outcomes on chemistry subject by applying flipped classroom. The increased learning outcome is measured by comparing learning outcomes using an expository method on the same level. The selection of classes applying the flipped classroom and classes using the expository method is done randomly. From the result of the study, the difference in chemistry learning outcomes between students studied using Flipped Classroom and expository learning strategies. Based on the result of calculation is obtained difference in student learning outcomes between students who learn using the Flipped Classroom strategy and students who learn using the expository strategy.

Highlights

There are many methods and strategies implemented by teachers, the taught material can be well-accepted by the student
The subject material is conveyed by the teacher through a video while the time in class is used for direct interaction and cooperation between the teacher and the students during the learning process [11, 12] [13]
The first step of this learning process is that the student studies independently at home through electronic media after that in the class, the student accompanied by the teacher implements a direct practice to complete exercise or solve the problem [15]

Summary

Introduction

There are many methods and strategies implemented by teachers, the taught material can be well-accepted by the student. The Flipped Classroom strategy can overcome the limited time problem complained a lot by the teacher. The time in class can be used to solve a problem, especially algorithmic calculation considered difficult in the chemistry subject by the student. The first step of this learning process is that the student studies independently at home through electronic media after that in the class, the student accompanied by the teacher implements a direct practice to complete exercise or solve the problem [15]. By applying the flipped classroom method, the time used for chemistry lab is getting longer, the basic knowledge of chemical reaction by student increases. The data collection process by comparing the application of classroom and expository flipped methods can be arranged as in the following sub-chapter

Objectives

Methods

Discussion

Conclusion