The Flipped Classroom: An Overview of its Impact on Economics Learning

Selvita Eka Eviana Purba,Kristiani Kristiani,Omar Khadeer Hussain,Khresna Bayu Sangka

doi:10.20961/ijpte.v5i1.49750

Selvita Eka Eviana Purba, Kristiani Kristiani + Show 2 more

Open Access

https://doi.org/10.20961/ijpte.v5i1.49750

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Abstract

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The flipped classroom is a type of blended learning that has been widely applied at various levels of education, from elementary to higher, but there have been few studies on its use in Economics education. The purpose of this article is to provide a brief overview of the impact and effectiveness of the flipped classroom on Economics learning. The research methodology used is a literature study with analysis of several articles about the flipped classroom, which concludes with the research objectives. The study results show that the effects of the flipped classroom can enhance student</span><span>s’ </span><span>self-reliant and active learning, increase collaboration, and improve learning outcomes. The article provides advice for educators, especially in the field of Economics education, on use of the flipped classroom to maximise student learning. The study conclusion, which compares the flipped classroom learning model in general, shows that the flipped classroom learning model is effective for use in the learning process because students have studied the material before going to class, meaning the teacher no longer dominates the classroom situation and teacher- student interactions become better and more enjoyable. </span></p></div></div></div>

Highlights

The development of technology is increasing and becoming valuable in all fields, making it easy to obtain information independently
The flipped classroom is a form of blended learning (Li, Zhang, & Hu, 2018; Nwosisi., Ferreira, A., Rosenberg, W., & Walsh, l., 2016; Villalba et al, 2018) which relies on the use of technology/electronics (Pavanelli, 2018)
According to Danker (2015), McCallum et al (2015) and Pavanelli (2018), in the flipped classroom model students are introduced to the concept before class sessions so that during learning activities they are allowed to learn with peers and teachers, meaning that learning in the classroom shifts from traditional delivery; instead, activities such as concept checking, discussion, and debate, and ones involving application, analysis, problemsolving, experimentation and evaluation are performed in class

Summary

Introduction

The development of technology is increasing and becoming valuable in all fields, making it easy to obtain information independently. Technological developments can make the learning process easier for teachers and students. According to Namaziandost and Çakmak (2020), the advent of technology and mobile devices have enabled improvments in the quality of learning outcomes. Teachers must formulate clear learning objectives, choose a suitable learning model, and use exciting learning media. This approach aims to increase student activity and involvement in class and improve learning outcomes. In reality teachers have not been able to apply innovative learning models to increase learning effectiveness.

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