scholarly journals Flipping the classrrom in courses of statistics: analyzing the feedback from students

2018 ◽  
Author(s):  
Ana Maria Perez-Marin ◽  
Jordi Lopez-Tamayo ◽  
Manuela Alcañiz ◽  
Carme Riera ◽  
Miguel Santolino ◽  
...  
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Study Time ◽  
New Strategy ◽  
The Subject ◽  
Learning Competence ◽  
Self Learning

We present the application of the flipped classroom strategy in two subjects of the degree in Statistics (University of Barcelona-Polytechnic University of Catalonia) and analyse the opinion of students about the experience. The objective is to improve the learning process of statistics by promoting a more active attitude of students in the classroom. The new strategy has been welcomed by students, as most of them are satisfied with the experience. Many of them would like that the stratgy would be applied to a significant number of lessons in the subject, or even in other subjects of the degree. Moreover, students think that it helped them to develop their capacity to organize their study time and their self-learning competence. They also think that with the flipped classroom strategy they learn more than with the traditional classes, but they remark the importance of imcluding a session where the teacher answers the questions and solves the doubts of students to ensure a sucessful implementation.

scholarly journals Breakfast Box: An Effort to Develop Vocabulary Mastery

2019 ◽  
Vol 7 (1) ◽  
pp. 39
Author(s):  
Dewi Lestari
Keyword(s):  
Learning Process ◽  
Text Comprehension ◽  
Motivation To Learn ◽  
Simple Sentence ◽  
Class D ◽  
New Strategy ◽  
School Learning ◽  
The Subject ◽  
Interest And Motivation ◽  
Write Text

Vocabulary is difficult skill for students on SMP Muhammadiyah 2 Surakarta. The students usually tend to listen, speak, read, and write text based on their vocabulary mastering. Once they get difficulty in understanding text, they will lose their courage to do more instructions. In order to build or understand a simple sentence, they need to open dictionary per word. As a result, students will easily lose interest and motivation to learn more. This research is carried out in SMP Muhammadiyah 2 Surakarta. It is on Jl. Kerinci No. 15. The research is conducted from July until Agustus 2016. The subject of this research is the IX-D grade students of SMP Muhammadiyah 2 Surakarta. The researcher chooses class D because the students have difficulties in understanding text due to the lack of vocabularies. That is why the researcher decides to improve their mastery in vocabulary through “vocabulary breakfast box”. “Vocabulary Breakfast Box” is adapted from “Kotak Sarapan Pagi” which is mostly applied at elementary school learning. It is about a board which contains of several boxes. Each box has an assignment for each student. The assignment can be the same as or different from others. It depends on the students’ assessment. The assignment exists in a form of a small paper. It consists of questions about words, sentences or text comprehension. Each box has students’ number or name. So students won’t go wrong to take others’ assignment. By using “vocabulary breakfast box”, the learning process in class has become interesting and varieties. Students are excited to try new strategy with teacher and discuss its benefits and lacks after the activity. Their vocabulary mastery becomes improved and they are able to answer most questions in each skill because they have recognized the words on the text or dialogue. Keywords: improving, vocabulary, vocabulary breakfast box

scholarly journals Flipped Classroom: Aplicación práctica empleando Lessons en las prácticas de laboratorio de una asignatura de Ingeniería = Flipped Classroom: practical application using Lessons in lab practice for an Engineering subject.

2020 ◽  
pp. 27 ◽  
Author(s):  
Sofia Escudero Fernández
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Practical Application ◽  
Engineering Degree ◽  
Before And After ◽  
Normal Procedure ◽  
The Subject ◽  
Self Learning ◽  
Traditional Class

La metodología de enseñanza-aprendizaje Flipped-classroom se presenta como una metodología activa en la que se invierte el orden de aprendizaje, de este modo los estudiantes visionan video sesiones o poliformats en línea de los conceptos que se trabajan durante la sesión presencial. Este planteamiento de “invertir” con respecto a la clase tradicional ha sido aplicado a las prácticas de laboratorio de la asignatura de Expresión Gráfica en el Grado en Ingeniería en Tecnologías Industriales en el curso 2018-19 de la Universitat Politècnica de València. La clase inversa se organizó en sesiones semanales con visionado de videos antes y después de clase y resolución de ejercicios durante y después de clase, detallando el procedimiento seguido en cada sesión presencial. Todo ello gestionado desde la aplicación Lessons.La metodología flipped-classroom nos ha permitido aumentar la motivación de los alumnos, dilucidar y contrastar la percepción de los alumnos en relación al método de aprendizaje tradicional, favorecer el autoprendizaje y el aprendizaje colaborativo en el aula entre alumnos, así como mejorar la comunicación entre alumno y profesor. Por lo que respecta a la evaluación se aprecia una mejora en las calificaciones, así como una valoración positiva a la implementación de la clase inversa.AbstractThe Flipped Classroom teaching method is presented as an active method in which the normal procedure is inverted. The students watch video sessions or polyformats in line with the concepts taught in the normal class. This inverted approach with respect to the traditional class was applied to lab practice sessions in the subject of Graphic Expression as part of the Industrial Technologies Engineering Degree course at the Universitat Politècnica de València in the year 2018-19. The flipped classroom took place in weekly sessions with video sessions before and after, while problems were set to be solved during and after the class. The procedure was followed up later in in-class sessions. Everything was controlled by the Lessons app.This method was seen to increase students’ motivation and clarify their perceptions to a greater degree than the traditional teaching method, while encouraging self-learning and collaborative learning among the class members and improving student-lecturer communications. Evaluation grades were found to increase, and the Flipped Classroom technique was given the general approval of both students and lecturers.

scholarly journals Implementing the flipped classroom methodology to the subject "Applied computing" of the chemical engineering degree at the University of Barcelona

2017 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Montserrat Iborra ◽  
Eliana Ramírez ◽  
Jordi Hug Badía ◽  
Roger Bringué ◽  
Javier Tejero
Keyword(s):  
Time Management ◽  
Flipped Classroom ◽  
Chemical Engineering ◽  
Teaching Strategy ◽  
Just In Time ◽  
Engineering Degree ◽  
The Subject ◽  
The University ◽  
Self Learning ◽  
Group 1

This work is focus on implementation, development, documentation, analysis and assessment of flipped classroom methodology, by means of just in time teaching strategy, in a pilot group (1 of 6) of the subject “Applied Computing” of Chemical Engineering Undergraduate Degree of the University of Barcelona. The results show that this technique promotes self-learning, autonomy, time management as well as an increase in the effectiveness of classroom hours.

scholarly journals Efektivitas Model Flipped Classroom Menggunakan Video Pembelajaran Matematika terhadap Pemahaman Konsep

2018 ◽  
Vol 1 (2) ◽  
pp. 173
Author(s):  
M. Eko Arif Saputra ◽  
Mujib Mujib
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Design Research ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Mathematical Concepts ◽  
The Subject ◽  
Research Type ◽  
Better Than

Flipped Classroom model is a model where in the learning process is not like in general, that is in the learning process students learn the subject matter at home before the class begins and teaching and learning activities in the class in the form of tasks, discussion about materials or problems that students have not understood. The purpose of this study is to determine the effect of Flipped Classroom model on the ability of understanding mathematical concepts. This research type used Quasi Experiment Design research and sampling technique used is Probability Sampling method with Random Sampling technique. Hypothesis test used in this research is t-test. The result of statistical test shows that the value of t_hitung based on the calculation obtained t_hitung = 12.868, and t_tabel = 1.668 so t_hitung> t_tabel, with a real level of 0.05 in other words it can be concluded that the understanding of mathematical concepts of students who expected model Flipped Classroom is better than the ability to understand concepts that are applied with lecture methods

Applying Circle Game to Enhance Students’ Speaking Skill

2020 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Putri Denaya Side Ayu ◽  
Heri Hidayatullah ◽  
Sri Ariani
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Active Involvement ◽  
Post Test ◽  
Speaking Skill ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Speaking Skills

This Collaborative Classroom Action Research aimed at enhancing students’ speaking skill through the application of Circle Game. It was conducted in one cycle consisting of two meetings. The subject was the seventh of C class of SMPN 2 Alas Barat consisting of 22 students. The types of data were qualitative (acquiring observation during the learning process) and quantitative (speaking tests). The results qualitatively showed that the implementation of Circle Game enhanced the students’ speaking skills. Such improvement could be seen from their enthusiasm, their interesting feeling in various materials presented by the teacher, their active involvement. In the quantitative findings, the result also showed a higher value of the mean score of the post-test (77.34) rather than the pre-test (75.75). In conclusion, the use of Circle Game can improve students’ speaking skill.

PENERAPAN METODE DISKUSI UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS I SDN 004 TEMBILAHAN KOTA KECAMATAN TEMBILAHAN KABUPATEN INDRAGIRI HILIR

2018 ◽  
Vol 2 (2) ◽  
pp. 173
Author(s):  
Jaimah Jaimah
Keyword(s):  
Action Research ◽  
Initial Data ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
First Grade ◽  
Average Value ◽  
Concrete Objects ◽  
The Subject ◽  
Classroom Action Research

The background of this research is the low of mathematics learning result of grade 1 student of SDN 004Tembilahan Kota, for that done perbaiakan learning process by applying method of discussion. This researchwas conducted in SDN 004 Tembilahan Kota with the subject of research is the first grade students with 36students. This research is a classroom action research conducted two cycles. Based on the results of theresearch, it is found that the use of the method of disuksi can improve the students' learning outcomes aboutknowing and determining the length and weight with nonstandard units using concrete objects / concretesituation in the initial data, the total number of completed students is 12 students (33.3%) average 55.83. In thefirst cycle has increased the number of students who complete is 26 students (77.22%) with an average value of80.00. In the second cycle has increased with the total number of students who completed is 32 students (88.89)with an average value of 88.06.

HUBUNGAN PROFESIONALISME PENDIDIK TK DENGAN KINERJA PENDIDIK DI TK RAYON IV KOTA DUMAI

2019 ◽  
Vol 3 (3) ◽  
pp. 660
Author(s):  
Ranirizal Ranirizal
Keyword(s):  
Learning Process ◽  
Subject Matter ◽  
Significant Relationship ◽  
Teacher Performance ◽  
Teacher Professionalism ◽  
Learning Material ◽  
The Subject ◽  
Performance Development ◽  
Kindergarten Educators ◽  
Academic Qualifications

Performance is the performance shown by educators, both in quality and quantity in carrying out their duties in accordance with the responsibilities given to them professionally. Educator performance development is a very decisive factor in the success of the education and learning process. In fact, in Kindergarten Rayon IV, Dumai City, there is still a low level of competency standards possessed by educators. The intended competency standard is from the standard academic qualifications and four competencies that must be possessed by a kindergarten educator, namely pedagogic, professional, social and personality competencies. This is evidenced by educators not yet mastering learning material with the maximum known when the learning process educators are not able to explain well the subject matter, and educators have not shown maximum performance in carrying out their duties and functions. The purpose of this study was to see whether there was an influence on teacher professionalism on teacher performance in Dumai IV Rayon Kindergarten. The results of the study prove that there is a significant relationship between the professionalism of Kindergarten educators and the performance of educators in Kindergarten Rayon IV, Dumai City. This is evidenced by the value of Sig (2-tailed) professionalism on educator's performance of 0,000, so the calculation shows 0,000 <0.05. This means that Ha is accepted, that is, there is a significant relationship between the professionalism of Kindergarten educators and the Performance of Educators in Kindergarten Rayon IV, Dumai City.

IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH TEAM GAMES TOURNAMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
DesiYusnanda Sari And Sri MindaMurni
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Scores ◽  
Team Games ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Data Reading

This study attempted to improve the students’ reading comprehension achievement in descriptive text through Team Games Tournament (TGT) method. This study was conducted by using classroom action research. The subject of the research was class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research was conducted in two cycles and the first cycle consisted of four meetings the second cycle consisted of two meetings. The instruments for collecting the data were quantitative data (reading evaluation) and qualitative data (diary note, observation sheet and interview sheet). Based on reading scores, students’ score kept improving in every evaluation. In the test I the mean was 65,33, in the test II the mean was 71,72 and the test III the mean was 84,54.Based on diary note, observation sheet and interview sheet, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that Team Games Tournament (TGT) method significantly improved students’ achievement in reading comprehension especially in reading descriptive text.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT BY WATCHING MOVIE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Yohanna Situmeang And Busmin Gurning
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Teachers ◽  
Narrative Text ◽  
Narrative Writing ◽  
Class Viii ◽  
The Subject ◽  
Teaching Learning ◽  
Orientation Test

This study was attempted to improve students’ achievement in writing narrativetext by watching movies. This study was conducted by using classroom action researchin two cycles. Cycle I consisted of four meetings while Cycle II consisted of twomeetings. The subject of the research was class VIII-A SMP SWASTA IMMANUELMEDAN. The number of the students was 34. To collect the data, the instruments werequantitative and qualitative data. The quantitative data was the scores of the studentsand the qualitative data was interview sheets, observation sheets, and diary notes. Basedon the writing score, students’ score were improving in every test. It can be seen inOrientation test, Test I in Cycle I, and Test II in Cycle II. In Orientation test, the meanscore was 37.94 then it was improved to 65.85 in Test I. In the end of cycle II, the meanscore for test II was again improved to 83.41. Based on interview sheets, observationsheets and diary notes, it was found that teaching-learning process ran well. In line withthe data, it showed that the application of watching movies significantly improvedstudent’s achievement in writing narrative text. English teachers were suggested to givemovies to be watched as guidance on students’ narrative writing in the class.

IMPROVING STUDENTS’ WRITING ACHIEVEMENT THROUGH THE PROCESS GENRE APPROACH

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Sri Wuri Handayani And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Score Test ◽  
Writing Achievement ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Orientation Test ◽  
Interview Questionnaire

This study attempts to Improving Students’ Achievement Through the Process GenreApproach. The objective of the study is to discover whether the use of the ProcessGenre approach could significantly improve students’ writing achievement. This studyconduct by applying Classroom Action Research which was carried out in two cycles inten meetings. The subject of this study of SMA Panca Budi Medan which consisted of39 students of class X – 2 reguler.. Orientation test was done in the first meeting, test IIwas done in the fourth meeting, and test III was done in the last meeting. The mean ofstudents’ score test III (76,242) was higher than the test II (66,878) and test I (57,606).Besides, the qualitative data was taken from observation sheet, interview, questionnaire,and diary notes. It was found that teaching learning process ran well. By applying theProcess Genre Approach in the classroom, the students understood the content ofdescriptive text easily. They also were active and enthusiastic during the teachinglearning process. The result of the research showed that the application of the ProcessGenre approach significantly improved students’ achievement in writing descriptive text

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