Flipped Classroom Learning Research Articles

PENGEMBAGAN UNIT PEMBELAJARAN DENGAN SETTING FLIPPED CLASSROOM BERBASIS GUIDED INQUIRY MATERI SISTEM PEREDARAN DARAH

In producing effective learning, a teacher needs learning tools that can support the learning process in the classroom. For this reason, teachers need learning tools in the form of teacher guidebooks to help the learning process, especially learning biology. This study aims to produce a learning unit with a flipped classroom learning setting based on guided inquiry on circulatory system material for class XI SMA/MA. This research is a development research that adapts the ADDIE development model which consists of analysis stages, namely needs analysis, content analysis, structure analysis, and objective analysis, the design stage is carried out by designing products consisting of cover design and content design, the development stage is tested for validity by an expert validator, the implementation stage is carried out by applying the product with practicality and effectiveness tests, and the evaluation stage is carried out by re-evaluating the product based on the practicality test. The developed learning unit is equipped with core competencies, basic competencies, learning materials, flipped classroom learning stages, guided inquiry learning scenarios, learning assessments, and student worksheets. The results showed practicality with an average score on the teacher and student response questionnaire, namely 86.6 and 84.02, included in the practical category.

Learning System with Digital Literacy Based on Guided Inquiry Integrated Flipped Classroom Using Discord Application on Colloid

This research aims to produce an integrated flipped classroom learning system based on guided inquiry using Discord application on colloid material for first year students using the Plomp development model developed by Tjeerd Plomp. The research instrument used a validation sheet filled in by 5 UNP chemistry lecturers, an interview sheet for assessment at the one-to-one evaluation stage which contained several questions with answers in the form of explanations from 3 students, a practicality sheet filled out by 9 students then content validity and constructs were analyzed using Aiken's V scale, and practicality was analyzed using practical percent. The results of the analysis of the content and construct validity data obtained were stated to be valid with a value of V = 0.84 and 0.91, as well as the results of the practicality test data analysis obtained a P value (%) of 93 in the very practical category. So that an integrated learning system is produced, flipped classroom based on guided inquiry using the Discord application on colloidal material which is used as an alternative method in the learning process in lectures.

Effect of flipped classroom learning approach on mathematics achievement and interest among secondary school students

This study aimed at determining the effect of flipped classroom approach on mathematics achievement and interest of students. Given this, a quasi-experimental design was used, specifically non-equivalent pretest-posttest control group design. The study’s population comprised six hundred and seventy-three seniors in class one (SS 1) from Igbo-Etiti Local Government Area in Enugu State. The study’s participants were a sample of 86 learners selected from two schools purposively. Each school had two SS 1 classes, divided into experimental and control groups via balloting. Data were gathered through the instrumentality of the Mathematics Achievement Test (MAT) and Mathematics Interest Inventory (MII), which have reliability scores of 0.88 and 0.79, respectively. Prior to and following a six-week course of treatment, each group completed a pretest and posttest. SPSS, a statistical tool for social sciences, was applied to analyse the acquired data. The mean and standard deviation were utilised to report the study’s questions, and analysis of covariance (ANCOVA) was utilised to evaluate the hypotheses at a 0.05 significance level. Results established that learners taught mathematics utilising flipped classroom approach had higher mathematics achievement and interest scores than their peers taught using the conventional approach. Results also revealed that the achievement and interest scores of male and female learners who received mathematics instruction using flipped classroom approach were the same. Considering the findings, recommendations were given, among others, that mathematics teachers should use the flipped classroom approach to assist learners in boosting their achievement and interest in mathematics, especially in geometry.

IMPLEMENTASI PEMBELAJARAN FLIPPED CLASSROOM BERBANTUAN GEOGEBRA PADA MATA KULIAH ANALISIS VEKTOR DITINJAU DARI LOCUS OF CONTROL MAHASISWA

Locus of Control is a belief of each individual about something that causes success and failure that occurs in an individual. The purposes of this study are 1) to find out how the implementation of geogebra assisted flipped classroom learning during the covid-19 pandemic; 2) to know the learning outcomes and student activeness in terms of locus of control in the vector analysis course for Mathematics Education IAIN Pekalongan students. This research is a qualitative descriptive purposive sampling to determine the subject. The data collection techniques include (1) questionnaires, (2) interviews, and (3) documentation. Based on the results of the study, it was found that 84% of students gave a positive response to the implementation of geogebra assisted flipped classroom learning. Students with internal locus of control obtained the highest scores in all aspects of the assessment. Have a deeper effort in understanding the material and doing assignments or exams. Students with internal-external locus of control get an average score below that of students with internal locus of control. They already possess more effort and quite active in learning. They tried to optimalize in completing their tasks, but sometimes lack of confidence in his abilities. Students with external locus of control got the lowest scores on all aspects of the assessment. There were not active and also late in collecting the assignments. Lack of effort in understanding the material and directions from lecturers were not concerned well.

Integration of chemical engineering skills in the curriculum of a master course in industrial engineering

Promoting new teaching methodologies is essential to improve the participation, motivation, interest, and results of students in all educational stages. In this sense, flipped classroom and problem-based learning have emerged in the last years as fascinating options to be implemented in high education levels thanks to the students’ maturity and previously acquired background. Working with motivating case studies based on real processes with their restrictions appears as an opportunity to bring future professionals closer to the industrial problems; this will capacitate engineers to solve and understand complex procedures getting tangible results. In this context, the main goal of this work is to combine flipped classroom and problem-based learning methodologies to gain the interest of students of a Master course in Industrial Engineering in the subject of Chemical Processes using real data of local companies. A survey, designed by the academics involved, will help collecting the opinion of students as well as the acquired skills in the frame of the specific subject. Results demonstrated the satisfaction of the students with the course, highlighting mainly the acquisition or improvement of self-learning skills (survey 4.0/5.0), capacity for organization and planning (survey 4.0/5.0), analytical ability (survey 4.2/5.0), and teamwork (survey 4.3/5.0). In addition, the grades accomplished during the year of implementation show that although the success rate is quite similar to preceding years, the marks achieved are considerably higher.

The study on the effects of gamified interactive e-books on students' learning achievements and motivation in a Chinese character learning flipped classroom.

Existing empirical research has demonstrated the positive effects of flipping the classroom to improve student motivation and achievement by flipping in-class learning content to pre-class. However, the flipped classroom approach requires that students be engaged and motivated in the pre-class stage to ensure that the in-class learning activities run smoothly. Previous studies have highlighted the difficulties that students often encounter when trying to learn Chinese characters in Chinese language classes, especially those who are in the early stages of learning the language. Therefore, in this study, a gamified interactive e-book was developed and used in a flipped classroom for Chinese character learning. To evaluate the effectiveness of this approach, a pre-test and post-test control group experimental design was used. The participants were 90 s-grade students from a public primary school in Zhengzhou, China, who were randomly assigned to two experimental groups and one control group: the students who used a gamified interactive e-book in a Chinese character learning flipped classroom (GIEFC group), the students who used a traditional flipped classroom (TFC group), and the students who used a traditional teaching classroom (TTC group). The experimental results indicated that students in the GIEFC group scored higher than those in the TFC and TTC groups in terms of learning achievements and motivation. In addition, the experimental results also demonstrated the positive effects of gamified interactive e-books in flipped classroom learning. Future research could explore a variety of different types of game elements as well as the extension of research to other subjects.

Tools and Techniques for Promoting Collaborative Learning in a Virtual Model-Flipped Classroom

This thematic paper explores the use of tools and techniques to foster collaborative learning in a virtual model flipped classroom. With the increasing popularity of online and blended learning environments, it is essential to identify effective strategies that promote collaboration among students. The paper discusses various tools and techniques that facilitate communication, interaction, and cooperation, ultimately enhancing the collaborative learning experience in a virtual model flipped classroom.

The Effectiveness of Flipped Classroom in Improving Students' Learning Outcomes

An appropriate learning method is a basic way for learners to be able to achieve maximum grades and the achievement of existing learning objectives. The Flipped Classroom method is one of the new methods in Indonesia which can be one of the preferred methods that can be applied in teaching English. Surely, a trial is required to measure its effectiveness. The current study has two purposes, the first one was to determine whether the Flipped Classroom learning method was able to effectively improve student learning outcomes, especially in English lectures. Then, secondly, the purpose was how to apply Flipped Classroom in the classroom. This research is quantitative descriptive research with a quasi-experimental approach, employing a "Pretest – Posttest Non-Equivalent Control Group Design". The current study involved 2 groups, namely the experimental group, taught using Flipped Classroom learning and the control group taught using conventional learning (without flipped Classroom design). It was found that the value of sig. Levene's test is 0.696 > 0.05, indicating that the data variance between the control class and the experimental class is homogeneous. Furthermore, the value of sig. (2-tailed) for the t-test, the value produces a value of 0.000 <0.05, then the decision-making in the t-test is to reject the Ho hypothesis and accept the Ha hypothesis. Thus, it can be interpreted that there is a significant difference between the average N-Gain scores of the control and experimental classes in English Engineering. It can be concluded that Flipped Classroom is effective in improving students' English skills in the topic of Describing Processes, as evidenced by the N-Gain value of 90, 91% which is included in the effective category. In other words, Flipped Classroom is effective to increase the students' scores in the class.

Flipped Classroom Assisted with Schoology Applications to Support Student Metacognition Skills

Metacognition skills are critical in regulating and supporting student learning, and metacognition is one of the key factors contributing to the success of student learning. Therefore, it is crucial to develop students' metacognition skills throughout the learning process. The purpose of this research is to identify the effectiveness of the LMS (Schoology) assisted flipped classroom learning model in improving students' metacognition skills. This study used a quasi-experimental design consisting of a control group and an experimental group of grade 10 high school students, with each group consisting of 30 students. The experimental group was taught using a flipped classroom model with the help of the LMS, while the control group was taught using a teacher-centered approach. Data collection involved administering a questionnaire on metacognition skills, and data was analyzed using descriptive analysis techniques and independent sample t-test. The results of the analysis showed that the post-questionnaire score in the control group was 53.55% and in the experimental group was 77.58%, demonstrating that the LMS-assisted flipped classroom model contributes to improving students' metacognitive skills.

Impact of Flipped Classroom on Elementary Students' Creative Thinking in the Merdeka Curriculum

Creative thinking ability is the ability to create an idea to solve a problem. SDN Glagaharum is one of the elementary schools that has a relatively low creative thinking ability, this can be seen from the ability of students to understand the material in the Merdeka curriculum. To address this, researchers explored the use of the flipped classroom learning model. This study was conducted with the aim of knowing how the flipped classroom model affects the basic creative thinking skills of school students in implementing the Merdeka curriculum. Employing a quantitative experiment, the Posttest Only Control Group Design was employed with a population of 40 fourth-grade students from SDN Glagaharum. Two samples, IV-A (experiment class with 20 students) and IV-B (control class with 20 students), were utilized. Data analysis included normality and homogeneity tests, along with paired sample t-test conducted in SPSS 26. The findings revealed that the flipped classroom learning model had a significant effect on the creative thinking ability of fourth-grade students at SDN Glagaharum within the context of the Merdeka curriculum.

The Effect Of Using The Flipped Classroom Learning Model Using Video Interactive Media On Learning Outcomes

This study aims to determine the effect of using the flipped classroom learning model using video interactive media on the learning outcomes of class X IPS students in economics at SMAN 1 Suela. The type of research used is experimental research. The population in this study were all students of class X IPS. Which consists of class X IPS A, X IPS B, X IPS C. Random sampling technique (random sampling technique). The instrument used is an objective test in the form of multiple choice consisting of 25 questions. Data analysis used data normality test, data homogeneity test, and hypothesis testing used parametric statistical tests. The results of the experimental class research showed that the highest score was 95 and the lowest score was 76 with a post-test average of 82.03 and a standard deviation of 5.245. Whereas in the control class the highest score was 90 and the lowest score was 60 with an average post-test score of 76.13 and a standard deviation of 7.074. For the results of hypothesis testing for learning outcomes for the experimental class and control class obtained a significance value (2- tailend) on the t-test for Equality of Means of 0.000 <0.05 meaning that Ho is rejected and Ha is accepted. This means that the use of the Flipped Classroom Learning Model Using Video Interactive Media Has a Positive and Significant Influence on the Learning Outcomes of Class X IPS Students in the Subject of Economics at SMAN 1 Suela Tahuan Lesson 2022.

Analysis of Flipped Classroom Learning with a Scientific Approach to Students’ Mathematical Problem Solving Ability in View of Self Efficacy

Analysis of Flipped Classroom Learning with a Scientific Approach to Students’ Mathematical Problem Solving Ability in View of Self Efficacy

Flipped Classroom Learning Model With Kahoot Media: the Effectiveness to Affect Students Motivation and Learning Outcomes in Biology Subject

Flipped Classroom Learning Model With Kahoot Media: the Effectiveness to Affect Students Motivation and Learning Outcomes in Biology Subject

Self-Reported Perceptions of Preparedness among Incoming Ophthalmology Residents.

Purpose The purpose of this study was to assess the self-perceived preparedness of incoming postgraduate year 1 (PGY1) and postgraduate year 2 (PGY2) ophthalmology interns/residents to carry out core competencies in ophthalmology. Methods An online survey was created using the Survey Monkey survey platform and distributed to all ophthalmology resident applicants to the Bascom Palmer Eye Institute from the 2021 to 2022 and 2022 to 2023 application cycles. The survey contained questions pertaining to demographics, prior ophthalmic experience, online resources that were used to prepare for ophthalmology, and self-perceived preparedness to carry out key clinical skills in ophthalmology. Results A total of 170 responses were obtained (16.1% response rate). Of those, 119 (70%) were incoming PGY1 interns and 51 (30%) were incoming PGY2 residents for the 2022 to 2023 academic year. Most respondents (90.6%, n = 154) reported that their ophthalmology residency was affiliated with an integrated ophthalmology intern year. Incoming PGY2s moderately agreed with the statement that they felt as prepared to see patients in ophthalmology as they do in other surgical subspecialties, whereas incoming PGY1s only mildly agreed with that statement ( p = 0.003). Both incoming PGY1s and PGY2s felt most prepared to obtain histories relating to basic ophthalmic complaints and felt least prepared to read and interpret ophthalmic imaging studies. The most popular online resources used by respondents in order of popularity were EyeGuru (35.2%, n = 60), EyeWiki (32.9%, n = 56), Tim Root/OphthoBook (26.5%, n = 45), American Academy of Ophthalmology (13.5%, n = 23), and EyeRounds/University of Iowa (13.5%, n = 23). Conclusion A major challenge in integrating ophthalmic education into the medical school curricula is the gradual shift toward shorter preclinical curricula. However, having a core foundation of ophthalmic knowledge is critical for incoming ophthalmology residents to be able to maximize their specialty-specific training. Integrated ophthalmology intern years likely play a significant role in the increased self-efficacy of incoming PGY2s compared with incoming PGY1s. Adopting nontraditional teaching methods like flipped classroom learning, utilizing online medical education resources, and continuing to increase ophthalmology exposure during PGY1 year may better prepare incoming PGY2s to operate independently in ophthalmology settings.

Flipped Classroom Learning among Medical and Dental Faculty of Bahria University Medical and Dental College

Background: Flipped classroom technique (FCR) is a pedagogical approach where students watch pre-recorded video lectures or read educational materials before coming to class. During class, students engage in activities, discussions, and problem-solving exercises related to the pre-recorded content, with the teacher acting as a facilitator and guide. The key to the effective utilization of this instructional method is that both the teachers and the students understand its educational philosophy and technique. This study aims at exploring the faculty’s understanding and perceptions regarding flipping the classroom. Method: A Cross-sectional Descriptive study was carried out at Bahria university medical and dental college (BUMDC), Karachi, Pakistan from January to June 2020, after approval from the institutional ethical review committee. Data was collected through a self-designed questionnaire after obtaining verbal consent from 197 faculty members through non-probability purposive sampling. Data were analyzed by version 23.0 of Statistical Package for Social Sciences (SPSS). The mean scores of these identified factors were compared between genders, departments, designations, and teaching experience using an independent sample t-test and one-way ANOVA. P-values less than 0.05 were considered statistically significant. Results: The results revealed that more than half of the studied participants had a moderate perception regarding Flipped Classroom and more than one-third of those who were female (67.5%), had a highly positive perception (<0.01). According to designation and teaching experience, mean scores were higher for senior faculty as compared to junior faculty (p=0.02). Conclusions: Contrary to popular belief, senior faculty also perceives this new technique as being beneficial for their teaching. This opportunity should be utilized to train the faculty in conducting flipped classrooms in order to optimize its benefits.

Flipped Classroom Instruction Model to Enhance Listening Skills

This study is aimed at delineating the effectiveness of implementing flipped classroom learning models and analyzing the impact of this learning model on students’ listening ability. This study was conducted in the second year BBA class, at St. Mary’s Centenary Degree College, Secunderabad. The participants of this study were 45 students of general English Class. This study is designed as a descriptive qualitative research. The data obtained were based on observation, questionnaire and interview. Initially, observation techniques were used to gain information on how flipped classroom learning models were implemented. Secondly, questionnaires consisting of 15 open-ended statements were given to each participant to gain information about the impact of flipped classroom learning model toward students’ satisfaction. Finally, an interview was administered to strengthen the data of the questionnaire. The results of this study were that the flipped classroom learning model has been well - implemented in teaching the poem “As I grew Older” implicitly enhancing the listening skills. In addition, it was also found that this learning mode broke the physical limitation between students and lecturers. Another important result of this study was the improved motivational level and satisfaction from the end of the students and lecturers. Moreover, it was also found that flipped classrooms were difficult to implement in this classroom. However, it promoted self-directed learning and resulted in improved listening ability of the ESL learners once the learners were motivated.

THE EFFECT OF THE FLIPPED CLASSROOM MODEL ON THE MATHEMATICAL CRITICAL THINKING ABILITY OF ELEMENTARY SCHOOL STUDENTS

This research study aims to determine the effect of the flipped classroom model on students' mathematical critical thinking skills. The research sample involved 35 grade 5 students of a public elementary school in Waai, Salahutu District, Central Maluku Regency. The research method uses a quasi-experimental and is analyzed using a paired sample test. The results of the analysis show that there is a positive influence from the flipped classroom learning model on students' mathematical critical thinking skills in the concept of fractionss. To find out the increase in critical thinking skills, N-gain is used. The findings showed that there was an increase, wherein the high category achieved an increase of 3.33%, the medium category was 93.34%, and the low category was 3.33%. The increase is because the flipped classroom model can create a dynamic and interactive mathematics learning environment with the help of learning videos, so students can think critically in exploring creative ideas to solve math problems

Penerapan Model Pembelajaran Flipped Classroom dengan Integrasi Diferensiasi Produk untuk Meningkatkan Aktivitas dan Hasil Belajar Ekonomi Siswa Kelas XII IPS 1 SMA Negeri 2 Busungbiu

The classroom based researh aimed at discovering the aplication of Filpped Classroom learning model with the integration of product differentiation to improve the activity and the result study of Economy subject. This reserch was done into two cycles, where every cycle consisted of planning phase, implementation, observation, evaluation, and reflection. The subject of the research were the students of second semester of XII IPS 1 SMA Negeri 2 Busungbiu in the academic year of 2021/2022 which consists of 27 students. The object of the research was the improvement of the activity and the result study of in economy subject by the aplication of flipped classroom learning model integrated with product differentiontion. The data of the activity and the result study was collected by using observation method, questionairre, and test. The result of the research shows that there was an improvement of the activity and the result study from cycle I by the average 2,07 which can be categorized pretty good to be 2,56 which are good in cycle II. In the result study of Economy subject, students also had an improvement by the whole average 67,41, the retention was 67,41%, and the classical completion 70,37% in cycle I to be 75,56 in average, the retention was 75,56% and the clasical completion is 85,19% in cycle II. Based on the result of the research, it can be concluded that the aplication to the flipped classroom learning model with the integration of product diferentiation can improve the learning activity and the result study of economy subject.

The Effectiveness of the Problem-Based Flipped Classroom Learning Model to Improve Conceptual Understanding of Physics Teacher Candidates on Crystal Structure Material

The limited time allocation for lectures in the classroom is an obstacle to presenting student-centered learning. This is one of the factors that prospective physics teacher students experience conceptual difficulties, especially in crystal structure material. So the purpose of this study was to determine the effectiveness of the problem flipped classroom learning model on understanding the concepts of prospective physics teacher students on crystal structure material. This study used a quasi-experimental method with a one-group pretest-posttest research design. The subjects of this study were 16 students who took solid-state physics courses. Data analysis techniques were carried out using normality tests, homogeneity tests, and pretest and posttest average difference tests. Then test the N-gain to see the increase in the pretest and posttest results and continue with the effect size test using the effect size. The instrument used was a test of mastery of the concept of crystal structure material. The results of the paired sample t-test analysis show that the Problem Based Flipped Classroom significantly influences learning outcomes with a t value of 11.439 with a significance of 0.000. Students' understanding of crystal structure material has increased with an N-Gain of 0.75, which is in the high category. This means that the pretest and posttest scores have a high increase. While the results of the effect size test obtained a score of d = 2.86, which means that learning with the Problem Based Flipped Classroom has a strong effect on student learning outcomes on crystal structure material.

The effect of flipped classroom based on team games tournament on mathematics problem-solving ability

The study aimed to determine the effect of flipped classroom modified Teams Games Tournament (TGT) on mathematics problem-solving skills in terms of self-regulated learning in students. This research is a type of quantitative research with the quasi-experimental method. The population in this study came from Krunjo State Elementary School, Tangerang Regency. The research sample came from two classes, namely class III A (experimental class) and class III B (control class), totaling 46 students. The sampling technique was cluster sampling. Data analysis is quantitative statistical analysis with the Two Way Anova test with the help of the JAMOVI application. The results of this study showed: 1) there is an effect of flipped classroom learning modified Team Games Tournament (TGT) on students' math problem-solving can be seen from the results of Two Way Anova p-value < α, namely the value of 0. 006 < 0.05; 2) There is a significant interaction between students who learn with flipped classroom modified Team Games Tournament (TGT) on students' mathematical problem-solving ability can be seen from the p-value < α, namely the value of 0.045 < 0.05. 3) There is a difference between students who learn with flipped classroom modified Team Games Tournament (TGT) in terms of high self-regulated learning can be seen from the value of p- tukey> α or 0. 023 < 0.05.