Students’ conceptual understanding in modified flipped classroom approach: An experimental study in junior high school science learning

Abstract

The flipped classroom approach is applied through moving the lecture outside the classroom via technology while the classroom time is used to engage students in student- centered learning activities such as inquiry and problem-solving activities, developing students to be more active during class sessions. This study aims at determining the effect of modified flipped classroom approach on students’ conceptual understanding of students at grade 8 Junior High School. An experimental study with the one group pre-test-post-test design was employed. The group consisted of 34 students, modified flipped classroom approach was used in which the students were given video lessons and worksheets before the class to be done at home. The research data were obtained via the conceptual understanding test. The results showed that based on Wilcoxon test to examine the difference of two data paired obtained Asymp. Sig. (2-tailed) value 0.000 < α = 0.05, meaning that there was a significant difference between students’ pre-test and post-test scores. The post-test average score of 78.47 was higher than the pre-test average score of 35.56 with N-Gain score of 0.67, including medium category. Based on these results, modified flipped classroom approach is recommended to be implemented in science learning to improve the students’ conceptual understanding.