scholarly journals Strategies to Improve Mathematics Learning Outcomes Through Flipped Classroom

Academia Open ◽  
2021 ◽  
Vol 6 ◽  
Author(s):  
Nurin Afdillah ◽  
Ida Rindaningsih
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Flipped Classroom ◽  
Mathematics Learning ◽  
Learning Model ◽  
Fifth Grade ◽  
Classroom Learning ◽  
Significance Level ◽  
Fifth Grade Students ◽  
A Value

The purpose of this study was to analyze the presence or absence of and how much influence the flipped classroom learning model had on the mathematics learning outcomes of fractions. This research was conducted at MI Nurul Huda Candi Sidoarjo for the 2020/2021 Academic Year. This study uses quantitative research with a sample of 40 students. The data collection after the treatment was carried out using the Mathematics Learning Outcomes Test for fractions. The results showed that there were differences in learning outcomes between students who were taught using the flipped classroom learning model and students who were taught using the conventional learning model with a value (tcount = 2,041 > ttable = 2, 024) at a significance level of 5%. it can be concluded that there is an effect of the flipped classroom learning model on the mathematics learning outcomes of fifth grade students at MI Nurul Huda Candi Sidoarjo. The large influence of the flipped classroom learning model on the mathematics learning outcomes of fifth grade students at MI Nurul Huda Candi Sidoarjo is 6.87%.

PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN DASAR LISTRIK DAN ELEKTRONIKA (DLDE) KELAS X TITL SMK NEGERI 5 MEDAN

2021 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Leo Saputra Sitanggang ◽  
Salman Bintang
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Flipped Learning ◽  
Classroom Learning

Abstract This study aims to determine: (1) student learning outcomes for DLDE subjects using the Flipped Classroom learning model (2) student learning outcomes for DLDE subjects using the Expository learning model (3) DLDE learning outcomes for students taught with the Flipped learning model. Classroom is higher than students who are taught using the expository learning model. The population in this study were 108 people. From the data obtained after the research, it was found that (1) student learning outcomes were much higher in the experimental class (classes taught using the Flipped Classroom learning model) which had an average of 85.93. (2) student learning outcomes in the control class (classes taught using the expository learning model) have an average of 73.55. (3) student learning outcomes are better (higher) using the Flipped Classroom learning model compared to the expository learning model. Keywords: Flipped Classroom, Expository, DLDE Learning Outcomes AbstrakPenelitian ini bertujuan untuk mengetahui: (1) hasil belajar siswa terhadap mata pelajaran DLDE dengan menggunakan model pembelajaran Flipped Classroom (2) hasil belajar siswa terhadap mata pelajaran DLDE dengan menggunakan model pembelajaran Ekspositori (3) hasil belajar DLDE siswa yang diajarkan dengan model pembelajaran Flipped Classroom lebih tinggi dibandingkan siswa yang diajar dengan menggunakan model pembelajaran ekspositori. Populasi dalam penelitian ini adalah 108 orang. Dari data yang diperoleh setelah dilakukan penelitian, diperoleh bahwa (1) hasil belajar siswa jauh lebih tinggi dikelas ekperimen (kelas yang diajarkan dengan menggunakan model pembelajaran Flipped Classroom)  yang memiliki rata-rata 85.93. (2) hasil belajar siswa dikelas kontrol (kelas yang diajarkan dengan menggunakan model pembelajaran ekspositori) memiliki rata-rata 73.55. (3) hasil belajar siswa lebih baik (lebih tinggi) menggunakan model pembelajaran Flipped Classroom dibandingkan dengan model pembelajaran ekspositori. Kata Kunci: Flipped Classroom, Ekspositori, Hasil Belajar DLDE

scholarly journals Implementasi Model Pembelajaran Flipped Classroom dalam Pembelajaran Jarak Jauh untuk Meningkatkan Partisipasi Belajar IPA

2021 ◽  
Vol 8 (2) ◽  
pp. 256
Author(s):  
Siti Nurkhasanah
Keyword(s):  
Distance Learning ◽  
Flipped Classroom ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Classroom Learning ◽  
Quantitative Descriptive Analysis ◽  
Student Responses ◽  
Analysis Technique ◽  
Quantitative Descriptive ◽  
Data Collection Technique

This study aims to describe the implementation of the flipped classroom learning model in distance learning to increase participation in science learning at SMP Negeri 1 Gangga. This research method used descriptive qualitative research. The subjects in this study were class IX.2 as many as 28 people. This research data collection technique used observation sheets, documentation, and tests. While the data analysis technique used qualitative and quantitative descriptive analysis. The results of this study indicate an increase in student participation in taking part in distance learning using the Flipped Classroom model, namely 10 people in week 1, 15 weeks 2, 22 weeks 3 and 24 people in week 4, while 4 other people join the study. outside the network. Furthermore, with regard to student responses, it shows that before the implementation of distance learning using the Flipped Classroom learning model as many as 50% of students are not happy, as many as 31% of students are not happy, and 17% of students are quite happy with distance learning. However, after using the Flipped Classroom learning model, 25% of students were unhappy, 25% of students were less than happy, 35% of students were happy, and 14% were very happy with distance learning.

scholarly journals Conectando el modelo Flipped Learning y la teoría de las Inteligencias Múltiples a la luz de la taxonomía de Bloom/Connecting the Flipped Learning model and the Multiple Intelligences Theory considering Bloom’s taxonomy

Magister ◽  
2020 ◽  
Vol 31 (2) ◽  
pp. 45
Author(s):  
Raúl Santiago Campión
Keyword(s):  
Multiple Intelligences ◽  
Flipped Classroom ◽  
Bloom's Taxonomy ◽  
Learning Model ◽  
Flipped Learning ◽  
Classroom Learning ◽  
Bloom’S Taxonomy ◽  
Multiple Intelligences Theory

El objetivo de este artículo es realizar una propuesta teórico-práctica con objeto de analizar el impacto que un adecuado diseño e implementación del modelo de Clase Inversa /Aprendizaje Inverso (Flipped Classroom /Learning) puede tener en el desarrollo de las Inteligencias Múltiples como estrategias de aprendizaje activo y diferenciador en el aula. Para ello, se comienza por definir en qué consiste la clase inversa (también aprendizaje inverso) centrándose en los conceptos de espacio individual y espacio grupal y la importancia de un adecuado diseño metodológico para atender a la diversidad del alumnado en general y sus diferencias en cuanto a Inteligencias Múltiples en particular. En este contexto, se realiza un análisis previo sobre cuál puede ser el mejor espacio de aprendizaje en cada una de las Inteligencias Múltiples identificadas por Gardner, para concluir con una serie de recomendaciones y una propuesta práctica sobre su implementación en el aula a la luz de la taxonomía de Bloom.

scholarly journals The Effectiveness of Flipped Classroom Learning Model for Increasing Students’ Reading Comprehension in Covid-19 Pandemic

2021 ◽  
Vol 2 (2) ◽  
pp. 66-77
Author(s):  
Miftahul Rachmat ◽  
Liliana Muliastuti ◽  
Ifan Iskandar
Keyword(s):  
Reading Comprehension ◽  
Flipped Classroom ◽  
English Education ◽  
Research Process ◽  
Learning Model ◽  
Modern Technology ◽  
Classroom Learning ◽  
Extensive Reading ◽  
Virtual Class ◽  
Teaching Learning

Since Covid-19 Pandemic hit Indonesia and the teaching learning in the classroom cannot be obtains and make unpleased teaching learning process, researcher used a flipped classroom learning model for teaching students’ reading comprehension as the solution. This model includes active learning; student involvement and modern technology by using ICT. In a flipped classroom, the material given through videos and Power Point via WhatsApp group and students watched in their homes before the virtual class is obtained. The objective of this research is to know the effectiveness of flipped classroom learning model for increasing students’ reading comprehension. The researcher took the samples from fourth semester students in extensive reading course from the English education department of UIN Sultan Maulana Hasanuddin Banten. After this experimental research process has been completed, this flipped classroom learning model increasing students' reading comprehension.

scholarly journals Upaya Meningkatkan Kreativitas Dan Hasil Belajar Matematika Dengan Model Pembelajaran Flipped Classroom Di Kelas XII SMK N 1 Gedangsari

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Anita Dwi Lestari ◽  
Istiqomah Istiqomah
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Research Result ◽  
Learning Model ◽  
Classroom Learning ◽  
Mathematics Class ◽  
Classroom Action Research ◽  
Academic Year

This classroom action research aims to improve the creativity and learning outcomes of mathematics class XII SMK N 1 Gedangsari academic year 2017/2018 using Flipped Classroom learning model. From the research result, the average creativity of the students before the action is 61.45% and then in the first cycle increased to 63.39% and in the second cycle increased to 72.42%. In the achievement of KKM value in pre cycle to cycle 1 increased by 12.90% from 48.39 % to 61.29% and in cycle 1 to cycle 2 increased by 19.35% from 61.29% to 80.65%.

scholarly journals IMPLEMENTASI MODEL PEMBELAJARAN FLIPPED CLASSROOM PADA MATA KULIAH SENSOR TRANDUSER DALAM PEMBELAJARAN DARING

2021 ◽  
Vol 11 (2) ◽  
pp. 106-119
Author(s):  
A.A.G. Ekayana ◽  
I.D.M.K. Muku ◽  
I.N.B. Hartawan
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Flipped Classroom ◽  
Learning Model ◽  
Learning Objectives ◽  
Structured Learning ◽  
Learning Material ◽  
Classroom Learning ◽  
Learning Plan ◽  
Bloom Taxonomy

The Covid-19 pandemic period has changed the learning process that was previously face-to-face in class, into online learning. In online learning, a strategy is needed in the delivery of learning material so that it can be optimally accepted by students. Flipped classrooms are an alternative learning model that can support the optimization of material delivery during the online learning process. The purpose of this study is to implement the flipped classroom learning model in online learning that is collaborated with the bloom taxonomy, to achieve learning objectives. The research method used is an implementation of the flipped classroom model and distributing questionnaires to collect data on the results of the implementation. The results obtained were positive responses from students in the implementation of online learning using the flipped classroom learning model, students were given instructions and directions in implementing the flipped classroom model from preparation outside the classroom to inside the classroom. The new habit that students apply during the implementation of the flipped classroom is to prepare discussion materials, so that during the live session, the atmosphere in online learning becomes more dynamic with questions and responses from students, the application of the flipped classroom model collaborates with the level of the bloom taxonomy domain (C1-C6) so that a structured learning process is formed so that it supports the learning objectives that have been set in the semester learning plan. The results of the questionnaire distribution also showed that more than 50% stated that they were good and agreed, if the flipped classroom learning model was implemented in the learning process.

scholarly journals PENGEMBANGAN FLIPPED CLASSROOM PADA MATA KULIAH KALKULUS INTEGRAL

2021 ◽  
Vol 10 (3) ◽  
pp. 1809
Author(s):  
Anderson Leonardo Palinussa ◽  
Marlin Blandy Mananggel
Keyword(s):  
Flipped Classroom ◽  
Mathematics Learning ◽  
Initial Study ◽  
Learning Model ◽  
Study Phase ◽  
Learning Tools ◽  
Classroom Learning ◽  
Integral Calculus ◽  
Test And Evaluation ◽  
Phase Design

Penelitian ini bertujuan mengembangkan model pembelajaran flipped classroom dan perangkat pembelajaran berupa buku ajar dan video pembelajaran pada mata kuliah kalkulus integral. Penelitian pengembangan mengacu pada model pengembangan Plomp yang terdiri atas fase kajian awal, desain, realisasi, tes dan evaluasi, revisi serta implementasi. Perangkat yang dikembangkan adalah rencana pembelajaran mengikuti sintaks pembelajaran flipped classroom, bahan ajar serta video pembelajaran. Sumber data adalah mahasiswa pendidikan matematika yang menawarkan mata kuliah Kalkulus Integral sebanyak 70 orang dan sebelum model ini dikembangkan di validasi oleh dua ahli pembelajaran matematika dari Universitas Pattimura. Hasil penelitian menunjukkan bahwa model pembelajaran flipped classroom dan perangkat pembelajaran berupa buku ajar dan video pembelajaran layak untuk digunakan.This study aims to develop a flipped classroom learning model and learning tools in the form of textbooks and learning videos in integral calculus courses. Development research refers to the Plomp development model which consists of the initial study phase, design, realization, test and evaluation, revision and implementation. The tools developed are lesson plans following the flipped classroom learning syntax, teaching materials and learning videos. The data source is mathematics education students who offer 70 Integral Calculus courses and before this model was developed it was validated by two mathematics learning experts from Pattimura University. The results showed that the flipped classroom learning model and learning tools in the form of textbooks and learning videos were feasible to use. 

scholarly journals Peningkatan Kompetensi Guru IPA melalui Pelatihan dan Pendampingan Pembuatan Perangkat dan Media Pembelajaran Berbasis Pendekatan Saintifik

2020 ◽  
Vol 6 (1) ◽  
pp. 97-104
Author(s):  
Nurhayati Nurhayati ◽  
Dwi Fajar Saputri ◽  
Fety Novianty ◽  
Wahyudi Wahyudi
Keyword(s):  
Science Teachers ◽  
Science Learning ◽  
Learning Model ◽  
Community Partnership ◽  
Learning Tools ◽  
Classroom Learning ◽  
Model Based ◽  
Scientific Approach ◽  
Partnership Program

This Community Partnership Program (PKM) aims to increase knowledge and train teachers to create and apply learning tools based on scientific approaches that contain the character and create and apply contextual and innovative media/props in learning. The method of implementing PKM activities consists of socialization, seminars, training, mentoring, and implementation. Participants in PKM activities are science teachers of SMP and equivalent who are members of the MGMP IPA of SMP Kota Singkawang. The results of the activity showed that (1) the teachers were enthusiastic about participating in the series of activities carried out, (2) the teachers were motivated to make science learning media and apply them in classroom learning, and (3) the teachers were motivated to create and apply models. a learning model based on a scientific approach that contains a character in classroom learning

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

2021 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Selvita Eka Eviana Purba ◽  
Kristiani Kristiani ◽  
Khresna Bayu Sangka ◽  
Omar Khadeer Hussain
Keyword(s):  
Flipped Classroom ◽  
Learning Model ◽  
Economics Education ◽  
Classroom Learning ◽  
Literature Study ◽  
Student Interactions ◽  
Teacher Student ◽  
Study Results ◽  
Teacher Student Interactions ◽  
The Impact

<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>

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