The Implementation of Flipped Classroom Learning Model Using Moodle To Increase Students’ Higher Order Thinking Skills (original) (raw)
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Flippedped Learning as a Strategy to Improve Students Higher Order Thinking: (A Quasi Experiment)
Proceedings of the 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019), 2020
Higher education in Indonesia needs to adjust the students' competencies with the developments that always occur to be able to succeed in 4.0 Era. The main competencies needed are critical thinking, problem solving, and Higher Order Thinking (HOT). The common learning situation, in which students learn material in class and then do assignments at home, is less able to foster the ability of HOT. Thus, a learning strategy is needed to accommodate the students' HOT. One suitable strategy for increasing HOT is Flipped Learning. Flipped Learning reverses the traditional learning process where students are provided with material in e-learning before learning in the class. The face-to-face learning process in the classroom is developed into a problem solving process, because the basic material has been mastered before they learn in the class. This was quasi experimental research. The data was analyzed by SPSS to see the effectiveness of Flipped Learning strategy in improving HOT.
The effects of flipped learning approach on the academic achievement and attitudes of the students
The purpose of this research is to examine the effects of activities based on 'Flipped Learning' approach on students' academic achievement and attitudes toward mathematics in mathematics lessons. A mixed method approach is used in this study. Quantitative data were collected through the academic achievement test developed by the researchers and the Mathematical Attitude Scale developed by Inan (2014). The qualitative data were obtained from the semi-structured interview form and the learning logs of the mathematics lessons that the students kept during the activities. In the analysis of quantitative data of the study, Statistical Package of Social Science programme was used to calculate and analyse arithmetic mean, standard deviation and t-test. In the analysis of qualitative data, content analysis was used. It is found that 'Flipped Learning' approach positively affect students' academic achievement and attitudes toward mathematics in mathematics lessons.
2018
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.
A Literature Review: Flipped Classroom Model to Developing Students’ Higher Order Thinking Skills
International Conference on Elementary Education, 2021
This article aims to discuss the implementation of a flipped classroom model to develop higher order thinking skills in elementary school students. The research method used is a literature study to describe the application of the model flipped classroom based on several experts and based on supporting reference studies. The focus of the discussion in this study is on the implementation of the model flipped classroom to improve and develop the higher-order thinking skills (HOTS) in the learning activity. A flipped classroom is a student-centered learning model to improve the quality of learning in the classroom. This model utilizes technology that provides additional support for student learning from a variety of learning media that can be accessed online outside the classroom, then in the classroom followed by discussion activities about material that students have obtained outside the classroom. Thus, flipped classrooms allow students to have more learning opportunities both online and offline and can assist in developing their higher-order thinking skills to achieve the goals in forming HOTS.
This study aims to search the effect of flipped classroom on students' learning a new grammar structure and their attitudes towards the English course. The study was carried out for 6 weeks with 56 students studying in five different preparatory classes at a black sea region university's foreign languages school in the fall term of 2015-2016 academic year. The design of the study was 'non-equivalent control group design' which is one of quasi-experimental designs. Data were gathered with help of an achievement test and an attitude scale. Flipped classroom model was applied in the experimental group while traditional instruction was applied in the control group. At the end of the study, it was concluded that flipped classroom had medium effect on students' academic achievements and attitudes comparing to traditional instruction.
Bioedukasi: Jurnal Pendidikan Biologi
This study was to find out the effects of flipped class with project-based learning (PjBL) dimensions assisted by Moodle combined with reading, questioning and answering (RQA) strategies on students’ 21st-century skills. The research was quasi-experimental with cluster random sampling technique. The sample was three classes of twelve graders at a private school. The first class applied flipped class with project-based learning assisted by Moodle combined with RQA. The second class applied flipped class learning assisted by Moodle without PjBL and RQA. And the control class applied conventional online learning using Moodle only. Each class consists of 25 students. The instrument was an essay test with 10 questions. The collaboration and communication skills were assessed using observation sheets. The average of these two values used as a reference to determine the predicate of students’ 4C ability. The normality and homogeneity tests found that the three classes were the same and nor...
This study aims to determine: (1) whether the mathematics conceptual understanding of students who take learning with the flipped classroom model assisted by the Powtoon animation media is better than mathematics conceptual understanding of students who take conventional learning method, (2) whether the learning independence of students who take learning with the flipped classroom model assisted by the Powtoon animation media is better than students' learning independence following conventional learning method, and (3) is mathematics conceptual understanding and learning independence of students who take learning with the flipped model with Powtoon animation media is better than understanding math concepts and students' learning independence with conventional learning method. The population of this study was all students of class VII SMP Negeri 2 Kuta Selatan in the academic year 2019/2020. The sample in this study was determined by cluster random sampling technique, which found as many as 2 classes who were divided into the experimental class and the control class. This research is a quasi-experimental study with a post-test only control group design. The students' mathematics conceptual understanding data was collected using essay tests to understand mathematical concepts, a set of students' learning independence data was obtained with a student learning independence questionnaire. Data were analyzed using the Manova test with a significance level of 5%. The experimental results show that: (1) the ability to understand mathematical concepts of students who take learning with the flipped classroom model assisted by Powtoon animation media is better than students who take conventional learning method, (2) the independence of learning of students who take learning with the flipped classroom model assisted by the Powtoon animation media than students who follow conventional learning method, and (3) the ability to understand mathematical concepts and the learning independence of students who take lessons with the flipped classroom model assisted by Powtoon animation media is better than students who follow conventional learning method. This is because students who take part in learning with the flipped classroom model assisted by the Powtoon animation media are more enthusiastic about learning in class because they have previously studied the material with the videos in their homes. Students are also trained to re-express their understanding with group discussions.
Research of Flipped Classroom based on Students' Perceptions
Research of flipped classroom can be carried out in such dimensions as teacher, school manager, parents and students. This present research is aimed to investigate the secondary school students' flipped classroom readiness. The survey method was applied in this descriptive study. 'A Scale for Flipped Classroom Readiness of Secondary School Students' was applied as developed by Hao and adapted by Durak. The scale was applied to 383 5th grade and 362 8th grade totally 745 students studying at five different secondary schools which were chosen randomly from city center of Elazig. Obtained data were analysed using SPSS Program Version 22.0. Their readiness for flipped classroom learning was investigated in five sub dimensions: 'self-directed learning, technology self-efficacy, in-class communication self-efficacy, motivation for learning and doing preview'. Their flipped classroom readiness was found positive in general. Students who have a computer and those who perceive themselves competent at using technological devices have more positive opinions on the flipped classroom.
2021
This study aims to find out (1) differences in student learning outcomes in the application of blended learning model flipped classroom type with enriched virtual learning model (2) more effective learning model between blended learning model flipped classroom type and enriched virtual learning model. The research method used is a quantitative quasi-experimental design by using pretest-posttest control. The population in this study is all students of grade X majoring in Accounting and Finance of SMK Negeri 3 Surakarta Institution. The sample used in this study was 72 students. Sampling techniques in this research are by total sampling method. Data obtained from pre-test and post-test results based on indicators of student learning outcomes. The results obtained from this study are as follows. First, there are differences in learning outcomes in Digital Simulation subjects in experimental classes by applying flipped classroom type blended learning models and control classes by applyi...
e-International Journal of Educational Research, 2022
Flipped classroom learning (FCL), which is focused on offering online video lectures and expecting students to work on and comprehend the material prior to coming to class, has become a popular strategy in recent years, allowing the instructor to reinforce it with metacognitive exercises. Thus, this study will analyze 58 research results from 54 quantitative studies published between 2007 and 2020 to determine the overall influence of FCL on students' academic attainment. Relevant research was found using academic publishing databases. After that, the sample was meta-analyzed using the Comprehensive Meta-Analysis software. As moderator factors, the kind of publishing, the educational level, and the length of the application were identified. The data indicate that the FCL has a statistically significant influence on student accomplishment (g = 0.976) in the random-effects model. The sample produced a heterogeneous distribution. Additional subgroup analyses using Analog ANOVA indicated that the only statistically significant variable is the time of the application. The study's objective is to contribute to the increased use of flipped classrooms in educational settings due to their large impact size on academic success. It has pedagogical consequences for teachers to extend the duration of this approach in their classrooms in order to have a greater impact.