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Fajar, Muhammad Wildan Hikmatul. "Flipped Classroom Learning Design in Mathematics Learning on Vector Material." Jurnal Riset Pendidikan Matematika Jakarta 2, no. 1 (2020): 46–56. http://dx.doi.org/10.21009/jrpmj.v2i1.12125.
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The development of learning by involving technology is one of the impacts of the rapid development of technology. Currently educators are still determining the appropriate learning model for the teaching process, the lack of teaching time in schools is one of the problems that arise and understanding student concepts is also the reason student learning outcomes are not satisfactory. There are many challenges faced by teachers and students in learning mathematics today. Several alternative solutions to these challenges can be found in the literature, one of which is by implementing a flipped classroom. In the flipped classroom, learning activities that are usually carried out in the classroom are carried out outside the classroom. Thus, activities in the classroom can be focused on activities that can stimulate students to think at a higher level. Although it looks promising, this kind of learning does not always have a positive impact on student learning. Therefore, this flipped classroom needs to be designed in such a way that it has more value in terms of learning design. Providing flipped classroom learning design elements into this learning will have the potential to increase the quality of mathematics learning. Therefore, this article will review the literature related to the flipped classroom learning design in learning mathematics on vector material. Specifically, this article will examine the definition and design of the flipped classroom, along with the challenges of its implementation. Finally, this article will review studies that have designed and implemented flipped classrooms in mathematics learning, especially in vector material. From the results of the theoretical study, it can be concluded that the steps in the design of vector material flipped classrooms can support mathematics learning and have the opportunity to be developed in various units of education level.
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Turkmenbaev, A., and D. Yerkmaliyev. "THE DIFFERENCE BETWEEN FLIPPED LEARNING AND TRADITIONAL LEARNING." SCIENTIFIC-DISCUSSION, no. 75 (April 10, 2023): 9–10. https://doi.org/10.5281/zenodo.7808622.
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The Flipped Classroom is an innovative learning scenario that has gained wide popularity due to the power of digital tools. Its difference from the traditional scenario lies in the fact that the theoretical material is studied independently before the start of the lesson (as a rule, through information and communication technologies: video lectures, audio lectures, interactive materials, etc.), and the freed up time in the lesson is aimed at solving problems, collaboration, interaction with students, application of knowledge.
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Wang, Qi, Halyna Melnyk, Halyna Lishchynska-Kravets, Yuliia Shpaliarenko, and Myroslava Tomashevska. "Flipped learning in higher school: theory and practice." Revista Amazonia Investiga 13, no. 74 (2024): 334–43. http://dx.doi.org/10.34069/ai/2024.74.02.28.
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The article clarifies the essence of the technology of "flipped learning" and reveals the main stages of the educational process during the application of this technology, models of "flipped learning" for the educational process are taken into account, and the advantages of the technology of "flipped learning" are highlighted, which are taken into account when training specialists in institutes. Having disclosed the content of the main elements of the "flipped learning" technology and proposing an algorithm for conducting classes using this technology, we experimentally proved that the use of "flipped learning" technology is an actual technique in the formation of independent educational work and is necessary for the educational process. The purpose of the study was to determine the criteria for comparing the results of traditional training and training using the "flipped learning" technology. EG respondents noted that using the "flipped learning" method, it is easy for them to learn the material; they are more active in class; can process more educational material, they are attracted by the independence in processing new information, the availability of electronic educational materials, the opportunity to study educational materials at their own pace, anywhere, at a convenient time.
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Dr., Meenu Singh, and Kiran Ms. "A Study on the Attitude of Secondary School Teachers towards Flipped Learning and Flipped Learning Material." 'Journal of Research & Development' 15, no. 14 (2023): 16–19. https://doi.org/10.5281/zenodo.8241198.
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Worldwide, institutions and universities are increasingly debating the integration of digital technologies in educational settings. A flipped learning method has been perceived as a way to respond to the questions of teachers and meet the needs of students. Flipping learning has thus become a trend among teachers in order to keep up with 21<sup>st</sup> century issues and improve student learning outcomes. The integration of these technologies appears to be met with cynicism and reluctance by teachers. A change in attitudes among teachers towards new technologies is therefore urgently needed. This research study is conducted through the use of a questionnaire on teachers of private as well as government secondary schools to inquire upon their attitudes towards flipped learning and flipped learning material. The results of the investigation depict that approx 55% teachers thought that flipped learning is a better teaching learning approach than conventional. 72% teachers showed their zeal and enthusiasm towards flipped learning and make use of it in their classes.
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Husnawati, Zulfa. "IMPLEMENTASI FLIPPED CLASSROOM DITINJAU DARI PENGUASAAN MATERI DAN KEMANDIRIAN BELAJAR MAHASISWA DALAM MATA KULIAH TEKNOLOGI PEMBELAJARAN." TARBAWI:Journal on Islamic Education 1, no. 1 (2023): 101–9. http://dx.doi.org/10.24269/tarbawi.v1i1.2985.
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Flipped Classroom is one type of blended learning model. In Flipped Classroom, learning activities are done in reverse. Material presentation is carried out online via Gclassroom, WaG. The material presented by the lecturer is in the form of presentation slides, articles, learning videos, or other relevant links and sources about the material. While learning activities focus on knowledge exploration, confirmation of understanding, discussion, questions and answers, and assignments. The purpose of this study is to determine the results of the mastery of material review, and learning independence after implementing Flipped Classroom in Learning Technology courses at UIN Sayyid Ali Rahamatullah Tulungagung. In the implementation of Flipped Classroom, lecturers send material links, students are asked to access and study the material that has been provided before face-to-face learning activities are carried out. The results of the Flipped Classroom Implementation in terms of student material understanding obtained a score of 75.73% and fell into the “Very good” category. The results of the Flipped Clasroom Implementation in terms of student learning independence obtained a score of 75.75% and fell into the “Very good” category
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Satriani, Sri, Wahyuddin, and Agustan Syamsuddin. "Development of flipped learning model learning assisted with spada learning management system." Jurnal Penelitian Pendidikan IPA 9, no. 12 (2023): 11476–83. http://dx.doi.org/10.29303/jppipa.v9i12.5613.
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This research aims to develop flipped learning model learning tools in Advanced Calculus courses through Online Learning Systems (SPADA). This research is development research with the research subjects being 26 Mathematics Education students. The learning tools developed were in the form of teaching materials and learning videos were validated by two material expert validators and two media expert validators. The research instruments used were teaching material validation sheets, learning video validation sheets, teaching material readability test sheets and student response questionnaires to learning videos. The results of the validation show that the learning tools developed are in the valid category and the student response questionnaire to the learning tools developed shows a good response, so it can be concluded that the learning tools developed in the form of textbooks and learning videos using the Flipped Learning model assisted by the SPADA Learning Management System have met validity, practicality, and effectiveness so that they can be used in the learning process.
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Suwartini, Yati, Uwes Anis Chaeruman, and Ninuk Lustiyantie. "FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 7, no. 2 (2021): 136–50. http://dx.doi.org/10.21009/ijlecr.072.13.
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Abstract
 The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding.
 
 Keywords: Flipped Classroom, online learning, technology
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Abdullah, Gamar. "Problem-Based Learning Model Integrated with Metacognitive Approach Through Flipped Learning in Science Learning Lectures." Edcomtech: Jurnal Kajian Teknologi Pendidikan 7, no. 2 (2022): 154. http://dx.doi.org/10.17977/10.17977/um039v7i22022p154.
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Abstrak: Model Pembelajaran Berbasis Masalah melalui pendekatan metakognitif merupakan salah satu hal yang dianggap tepat pada masa Pandemi Covid-19. Salah satu metode pembelajaran online adalah flipped learning. Pada penelitian ini, penerapan PBM melalui pendekatan metakognitif diintegrasikan dengan penerapan flipped learning. Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran berbasis masalah terpadu dengan pendekatan metakognitif melalui flipped learning dalam pembelajaran IPA perkuliahan. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model Borg and Gall dengan subjek penelitian adalah mahasiswa PGSD Fakultas Ilmu Pendidikan Universitas Negeri Gorontalo yang aktif mengikuti perkuliahan pembelajaran IPA. Berdasarkan hasil penelitian dapat dideskripsikan bahwa model PBL yang diintegrasikan dengan pendekatan metakognitif melalui flipped learning dapat memberikan pengalaman belajar yang baru bagi siswa. Flipped learning menuntut mahasiswa untuk mempelajari materi dasar sebelum perkuliahan berlangsung sehingga selama perkuliahan mahasiswa dapat memanfaatkan waktunya untuk mengaplikasikan materi tersebut melalui pembelajaran aktif dan pemecahan masalah. Pengintegrasian model pembelajaran berbasis masalah yang dipadukan dengan pendekatan metakognitif melalui flipped learning merestrukturisasi pendekatan pembelajaran yang berpusat pada dosen dan menjadikan mahasiswa sebagai pusat pembelajaran.Abstract: Problem-Based Learning model through a metacognitive approach is one thing that is assumed to be appropriate during the Covid-19 Pandemic. One of the online learning methods is flipped learning. In this study, the application of PBM through a metacognitive approach is integrated with the implementation of flipped learning. This study aims to describe the implementation of an integrated problem-based learning model with a metacognitive approach through flipped learning in science learning lectures. This research is a development research using the Borg and Gall model with the research subjects being PGSD students of the Faculty of Education, State University of Gorontalo who actively participate in science learning lectures. Based on the results of the study, it can be described that the PBL model integrated with the metacognitive approach through flipped learning can provide a new learning experience for students. Flipped learning requires students to study basic material before the lecture takes place so that during lectures, students can spend their time applying the material through active learning and problem solving. The integration of the problem-based learning model integrated with the metacognitive approach through flipped learning restructures the lecturer-centered learning approach and makes students the center of learning.
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Ardiyansah, Tri Yuli, and Fatimatus Choirunisa. "Integration of Videos in Flipped Classroom Learning Model at University of Muhammadiyah Gresik." DIDAKTIKA : Jurnal Pemikiran Pendidikan 28, no. 2(1) (2022): 1. http://dx.doi.org/10.30587/didaktika.v28i2(1).4137.
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The COVID-19 pandemic has given the effect of changing learning models and requiring teachers to improve their skills in implementing online learning especially in university level. At University of Muhammadiyah Gresik, various learning models were applied by lecturers, one of which was the flipped classroom learning model. Flipped classroom is a learning model in which students are required to study the material first at home or outside the classroom within a few days before the learning process begins. Flipped classroom can make it easier for students to understand the learning material because students have more time study with the explanation videos given. A qualitative approach was used in this study to find out the students’ perception to the implementation of flipped classroom in the learning process. The result of this study found that the implementation of flipped classroom was well received by the students. Students responded that flipped classroom helped them understand the material easier, provided more interactive activities in the classroom, and guided them to improve their learning abilities independently. Thus, flipped classroom was also considered as an innovative learning model that can be implemented the learning process in new normal education.
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Nasution, Dinda Indriani, Izwita Dewi, and Hermawan Syahputra. "Developing Flipped Classroom Learning Materials to Improve Mathematical Literacy and Learning Independence." Jurnal Perspektif 9, no. 2 (2025): 271. https://doi.org/10.15575/jp.v9i2.363.
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This study aims to create a high-quality Flipped Classroom Model-based learning device to improve mathematical literacy and learning independence of seventh grade junior high school students on data centralization measurement material. This research method is a development research of the Analysis, Design, Development, Implementation, Evaluation (ADDIE) method. The results of this study are that the Flipped Classroom Model-based learning device is valid and practical; students' mathematical literacy skills increased by 0.65 which is classified as moderate; students' independent learning abilities increased by 0.23 which is classified as moderate. The Flipped Classroom Model is effective for learning Data Centralization Measurement. The Flipped Classroom Model functions well for learning data centralization measurements. More than 75% of learning objectives were achieved, more than 85% of students scored at least 75, more than 85% of students responded positively to the flipped classroom model-based learning device, and the use of time on the learning device did not exceed regular learning hours.
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A.A.G. Ekayana, I.D.M.K. Muku, and I.N.B. Hartawan. "IMPLEMENTASI MODEL PEMBELAJARAN FLIPPED CLASSROOM PADA MATA KULIAH SENSOR TRANDUSER DALAM PEMBELAJARAN DARING." Jurnal Teknologi Pembelajaran Indonesia 11, no. 2 (2021): 106–19. http://dx.doi.org/10.23887/jurnal_tp.v11i2.636.
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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.
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Manakova, L. M. "Integration of the Presentation of Educational Material in the Flipped Learning Model." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 5 (2020): 85–94. http://dx.doi.org/10.31992/0869-3617-2020-29-5-85-94.
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The article addresses the issue of integrating forms of educational material in flipped learning of the university students. Research ideas concur (and possibly develop) the thesis of conceptual changes in flipped learning stated in an article by I.I. Gnutova “From Flipped Classroom to Flipped Learning: Evolution of the Concept and Its Philosophical Foundations” (Vysshee obrazovanie v Rossii. Vol. 29, no. 3, pp. 86-95). The model of the flipped learning of the discipline involves the presentation of its content in four blocks, where the objectives and teaching methods are different. In order to ensure the establishment of associative links in the organization of mastering the content of these blocks, it is necessary to integrate the forms of educational material that are used in them. The main result of the study are: an effective way to integrate educational material in an flipped learning is the selection or creation of its forms, organizing the educational activities of students based on the logical analysis of the text in the textbook as the main means of learning. As a result, there is a new educational text as an original remix of the text from the textbook, which constitutes a multimedia learning environment for a specific topic.
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Tomashevska, Myroslava. "FLIPPED LEARNING: ENHANCING EDUCATION." Scientific Journal of Polonia University 63, no. 2 (2024): 102–6. http://dx.doi.org/10.23856/6312.
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This research explores the concept of flipped learning and its implications for contemporary pedagogical science. Various models and approaches to flipped learning are examined, highlighting its potential benefits and challenges. Through an analysis of current research and practical examples, it is demonstrated how flipped learning can enhance student engagement, promote active learning, and facilitate deeper understanding of course material. The aim of this research is to substantiate the effectiveness of employing the “flipped learning” methodology in the preparation of future educators. Additionally, the changing roles for both educators and students in the flipped classroom environment are discussed, underscoring the importance of collaboration and student autonomy. It is concluded that the use of flipped learning technology, under methodologically sound application, will contribute to the development of digital competence among educators and the enhancement of students’ scientific skills, motivation, and academic success.
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Nurwulandari, Nira. "The Implementation of Flipped Classroom Model with Self-regulated Learning (SRL) on Learning Results for Studying Physics Material." Tarbiyah : Jurnal Ilmiah Kependidikan 13, no. 1 (2024): 105–14. https://doi.org/10.18592/tarbiyah.v13i1.12368.
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The Flipped Classroom is a variation of the learning model that can be given to students. This experiment describes the impact of providing a Flipped Classroom model with a Self Regulated Learning (SRL) strategy on students' learning outcomes. This research uses a quasi-experiment type with a one-group pre-test and post-test design. The sample was selected using a random sampling technique. This experiment details that applying the Flipped Classroom model with the SRL strategy has an impact on improving learning outcomes. The research results found that the average score for studying Physics Material on the pre-test was 53.00, while it increased to 76.50 on the post-test. This comparison is descriptively shown by a significant increase in understanding of the material after implementing this learning model. This study uses a paired sample t-test, and it was found that there was a significant increase in learning outcomes in the Study of Physics Material. These findings confirm that applying the Flipped Classroom model with the SRL strategy quantitatively improves learning outcomes in the Study of Physics Material and creates interactive learning. Active involvement of students in the learning process has an impact on increasing cognitive abilities, according to Bloom's Taxonomy (revised edition). Studying Physics material using the Flipped Classroom with the SRL strategy can improve learning outcomes and create more effective and interactive learning experiences.
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R., Srilatha. "FLIPPED CLASSROOMS: ADVANTAGES AND DISADVANTAGES." International Journal of Interdisciplinary Research in Arts and Humanities 3, no. 1 (2018): 307–9. https://doi.org/10.5281/zenodo.1296411.
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Flipped learning is a pedagogical approach in which the conventional notion of classroom-based learning is inverted, so that students are introduced to the learning material before class, with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers. In traditional style teacher focuses on explaining the content using a lecture method. Student engagement in the traditional model may be limited to activities in which students work independently or in small groups on an application task designed by the teacher. Class discussions are typically centered on the teacher, who controls the flow of the conversation. In a Flipped classroom students are actively involved in knowledge acquisition and construction as they participate in and evaluate their learning. Efficient use of flipped classroom allows most students to do a year's work in much less time. Advanced students work on independent projects while slower learners get more personalized instruction. Some students might not get through the year's material, but demonstrated competence on the parts they did complete. My paper discusses merits and limitations in using flipped class technologies; and would the share the experience of the flipped class techniques followed in our class.
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Agnastasia Siwi, Constanti, Anetha Lyta Flora Tilaar, and Ichdar Domu. "Development of Learning Devices Blended Learning Model Flipped Classroom Type Material Data Centering Size." International Journal of Science and Research (IJSR) 11, no. 7 (2022): 46–50. http://dx.doi.org/10.21275/sr22628173204.
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Malificiado, Rozel G., and Mary Grace O. Gallego. "Flipped Learning Instructional Material (FLIM) and the Academic Performance of Grade 10 Students in Araling Panlipunan in the Largest National High School." International Journal of Research and Innovation in Social Science IX, no. XVII (2025): 165–97. https://doi.org/10.47772/ijriss.2025.917psy0019.
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Integrating appropriate instructional materials in teaching is a powerful tool to enhance student learning. The Flipped Learning is a new pedagogical approach wherein students utilize video lectures or readings outside the classroom and interactive activities during in-class activities as an instructional content that promotes deeper understanding and application of concepts. This study employing experimental design ventured the development and validation of Flipped Learning Instructional Material (FLIM) as an instructional model that delivers the lesson content outside of class through videos, digital educational games and readings or in class activities such as collaborative and interactive exercises. The integration of Flipped Learning in STE education faces several challenges specially in the field of Social Studies. Educators need to consider these challenges to enhance student engagement, encourages independent learning and develop critical thinking. The importance of flipped learning in STE education is the ability to promote active learning and caters varied learning needs and paces of students. A study by O’Flaherty and Phillips (2015) found that students in flipped Science, Technology, and Engineering (STE) classrooms demonstrated higher motivation and improved assessment performance compared to those in traditional classrooms. Implementing flipped learning for STE students necessitates a strategic, phased approach. Educators should start by creating and curating high-quality digital content and instructional materials. The study suggests that this teaching method could enhance academic performance, making it a valuable consideration for educators looking to adopt innovative strategies to improve student learning outcomes.
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Feroniasanti, Yoanni Maria Lauda. "Efektifitas flipped learning terintegrasi LMS dalam meningkatkan pemahaman materi yang kompleks." Taman Vokasi 10, no. 2 (2022): 101–9. http://dx.doi.org/10.30738/jtvok.v10i2.13402.
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Tantangan yang dihadapi oleh dunia pendidikan saat ini terus berkembang. Salah satunya adalah membentuk generasi yang kreatif, inovatif, dan kompetitif. Untuk membentuk generasi yang kompetitif, penguasaan dan pemahaman materi pembelajaran perlu ditingkatkan. Usaha ini dapat dicapai dengan menerapkan model flipped learning dalam pembelajaran blended yang terintegrasi dengan LMS. Dalam penelitian ini dilakukan penerapan model flipped learning yang terintegrasi dengan LMS dalam pembelajaran materi Anatomi dan Fisiologi Sistem Tubuh Manusia untuk meningkatkan pemahaman materi mahasiswa. Penelitian ini menggunakan design penelitian one group pretest-posttest dimana data pemahaman mahasiswa dilihat dari perbandingan skor pretest dan posttest yang diberikan dalam pembelajaran. Pada kegiatan prakelas, mahasiswa mempelajari materi kuliah yang diberikan berupa video pembelajaran, materi berupa ppt, dan ebook yang diunggah di LMS. Forum diskusi online disediakan untuk memfasilitasi komunikasi antar mahasiswa maupun dengan dosen. Kegiatan pembelajaran tatap muka diawali dengan pretest dilanjutkan dengan pendalaman materi pada materi-materi yang teridentifikasi belum dikuasai oleh mahasiswa. Di akhir pembelajaran tatap muka, dilakukan posttest untuk mengukur pemahaman mahasiswa terhadap materi serta pengisian kuisioner pembelajaran. Alat evaluasi pretest dan posttest menggunakan aplikasi Quizizz. Hasil uji T terhadap skor pretest dan posttest menunjukkan perbedaan yang signifikan. Hal ini menunjukkan peningkatan pemahaman mahasiswa terhadap materi yang disampaikan. Berdasarkan hasil kuisioner pembelajaran, mahasiswa memberikan tanggapan positif terhadap penerapan flipped learning yang terintegrasi dengan LMS dalam pembelajaran. Berdasarkan hasil penelitian ini, dapat disimpulkan bahwa flipped learning dalam pembelajaran blended yang terintegrasi LMS secara signifikan dapat meningkatkan pemahaman terhadap materi yang diberikan. The effectiveness of LMS-integrated flipped learning in improving comprehension of complex materials. Abstract: The challenges faced by the world of education today continue to grow. One of them is to form a creative, innovative, and competitive generation. To form a competitive generation, mastery and understanding of learning materials need to be improved. This effort can be achieved by applying the flipped learning model in blended learning that is integrated with the LMS. In this research, the application of the flipped learning model that was integrated with the LMS was carried out in the Anatomy and Physiology of Human Body Systems learning materials to improve students' understanding. This study used a one-group pretest-posttest research design where student understanding of data was seen from the comparison of pretest and posttest scores. In pre-class activities, students studied lecture material provided in the form of learning videos, material in the form of ppt, and ebooks uploaded on the LMS. Online discussion forums were provided to facilitate communication between students and lecturers. Face-to-face learning activities began with a pretest followed by deepening the material that had not been mastered by students. At the end of the face-to-face learning, a posttest was conducted, and fill out learning questionnaires. The pretest and posttest evaluation tools used the Quizizz application. The results of the T-test on the pretest and posttest scores showed a significant difference. This showed an increase in students' understanding of the material presented. Results of the learning questionnaire showed that students gave positive responses to the application of flipped learning integrated with LMS in learning. Based on the results of this study, it could be concluded that flipped learning in blended learning that was integrated with LMS can significantly improve understanding of the material provided.
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Safriana, Safriana, Junika Rose, and Fajrul Wahdi Ginting. "Application of Flipped Classroom Model Assisted Edmodo to Improve Students' Understanding of Concepts in the Material Sound Waves." Asian Journal of Science Education 5, no. 1 (2023): 22–31. http://dx.doi.org/10.24815/ajse.v5i1.28805.
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The Edmodo-assisted classroom flipped classroom model is a learning process by applying the flipped classroom model with the help of Edmodo to deliver learning materials. This study aims to determine the improvement of students' understanding of concepts in sound wave material. The type of research used is pre-experimental design. The design of this study used the Nonequivalent Control Group Design. The sampling technique that the researchers chose was purposive sampling of 40 students consisting of 20 students’ experimental class and control class. The research instruments used are observation sheets and student concept comprehension tests. The data analysis techniques used are learning implementation analysis, calculating the value of students' concept understanding results and N-gain score. The average N-Gain score for the control class was 0.69 with a moderate category. While the average N-Gain score for the experimental class is 0.77, which is included in the high category. So, it can be known that there is an increase in the understanding of students' concepts in the experimental class who apply the Edmodo-assisted flipped classroom model to sound wave material. This increased understanding of the concept occurred because the experimental class implemented an Edmodo-assisted flipped classroom model. In the flipped classroom model, students first learn to understand the learning materials uploaded by the teacher through Edmodo. Learning materials in the form of videos can be played repeatedly through Edmodo, so that students can learn anywhere and anytime without any time limit according to their respective learning.
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Ndoa, Yohana Atwina Aspiranti, and Jumadi Jumadi. "Increasing Learning Motivation Through the Application of Physics E-Module Based on Flipped Learning." Jurnal Penelitian Pendidikan IPA 8, no. 3 (2022): 1223–30. http://dx.doi.org/10.29303/jppipa.v8i3.1556.
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Face-to-face learning is being enforceable limitedly. To improve the quality of time in class, teachers can apply the flipped learning method. Flipped learning combines face-to-face in class with online learning. Physics e-module are acceptable as independent teaching material for students before participating in learning activities in class. The learning process in class gets used for discussion and practicum. This research implementation to know the application of physics e-modules based on flipped learning to increase students' learning motivation. This type of research is a pre-experimental type one-group pretest-posttest design. The samples were 16 students in class X Mathematics and Natural Sciences at Public Senior High School Wolowae. The data collection instruments used were questionnaire validation sheets and student learning motivation questionnaires. Based on data analysis, Asymp.Sig. (2-tailed) obtained is 0.00 < 0.05. Thus, there are differences in students' learning motivation before and after of physics e-module based on flipped learning. The increase of students' learning motivation with the acquisition N-Gain value was 0.64. This increase includes the medium category. The application of a physics e-module based on flipped learning in physics learning, especially the material of quantities and measurements, can increase the learning motivation of high school students in class X
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Dewi, Ratna, and Ixora Sartika Mercuriani. "Development of E-Module in Problem-Based Learning (PBL) on Biotechnology Material to Increase Learning Independence and Understanding of Concepts for Class XII SMA Students." Jurnal Penelitian Pendidikan IPA 10, no. 9 (2024): 6552–63. http://dx.doi.org/10.29303/jppipa.v10i9.8464.
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The aim of this study are determine the feasibility of developing an e-module in problem-based learning (PBL) with the flipped classroom learning method on biotechnology material to increase students' learning independence and understanding of concepts; determine the practicality of developing e-modules in problem-based learning (PBL) using the flipped classroom learning method for biotechnology material to increase students' learning independence and understanding of concepts; determine the effectiveness of e-module development in problem-based learning (PBL) using the flipped classroom learning method for biotechnology material to increase students' learning independence and understanding of concepts. The results of this research indicate that the e-module in problem-based learning (PBL) with the flipped classroom learning method is stated: very suitable for use based on the assessment of material experts with a value of 3.8 conversion 95 with a very feasible category and the assessment of media experts with a value 4.00 100 conversions with very decent category; very practical to use based on the results of the Biology Teacher's assessment with a score of 4.00 conversion 100 in the very feasible category and student assessment with a score of 3.87 conversion 97 in the very practical category; is effectively used to increase learning independence and conceptual understanding of phase F students based on the MANOVA test p < 0.05. The development of an e-module in problem-based learning (PBL) using the flipped classroom learning method on biotechnology material is feasible, practical and effective to use.
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Andriansyah, Eka Hendi, Waspodo Tjipto Subroto, and Muhammad Abdul Ghofur. "Do self-regulated learning and flipped learning assisted by learning video affect learning outcomes? (Indonesian)." Social work and education 10, no. 1 (2023): 87–98. http://dx.doi.org/10.25128/2520-6230.23.1.8.
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This study aims to determine how the influence of Self Regulated learning and Flipped Learning with the help of video learning simultaneously or partially can affect learning outcomes and to find the indicators of Self Regulated Learning that most contribute to learning that is carried out with the help of learning videos within the scope of this model. This research is a type of quantitative research with a total sample of 84 students from the 2021 class of the 2021/2022 even semester. The research used questionnaires and written tests as research tools. The data analysis technique uses multiple regression with the term Dummy Regression using gretl. It is called dummy regression because one of the variables is Flipped Learning as a dummy variable. Based on the results of the study, it was found that Flipped Learning and Self-Regulated Learning simultaneously had a significant and positive effect on learning outcomes, partially Flipped Learning had an effect on learning outcomes while Partial Self-Regulated Learning had no significant effect on learning outcomes. The Revisit indicator was found to be one of the most contributing indicators in flipped learning-assisted learning on learning outcomes. In this study, it resulted in implications through a finding that was different from previous research, partially SRL did not significantly affect student learning outcomes. This is possible because students' SRL is not enough to understand students in a learning material. It takes modifications to the environment outside of the student to optimize the student's SRL in learning activities, one of which is the use of learning videos in flipped learning
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Перетятько, В. В., В. І. Меняйло та А. А. Апухтіна. "МЕТОДИЧНІ АСПЕКТИ ЗАСТОСУВАННЯ ТЕХНОЛОГІЇ «ПЕРЕВЕРНУТОГО НАВЧАННЯ» У ВИКЛАДАННІ ПРИРОДНИЧИХ ДИСЦИПЛІН В ПРОФІЛЬНІЙ ШКОЛІ". Scientific notes of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University Section Theory and methods of teaching natural sciences, № 8 (5 травня 2025): 75–83. https://doi.org/10.31652/2786-5754-2025-8-75-83.
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The article discusses the methodological aspects of implementing the «Flipped Learning» technology in teaching natural science disciplines, particularly chemistry, in specialized high schools. The aim of the research is to reveal the specifics of the «Flipped Learning» technology and to examine the methodology of its application in combination with other technologies in teaching natural science disciplines, specifically chemistry in specialized high schools. Research methods included the analysis of scientific and methodological literature, and a pedagogical experiment. The main results of the study indicate that the use of this «Flipped Learning» technology contributes to increasing student motivation, developing their independence, and critical thinking. It was found that students who studied under the flipped model demonstrate a higher level of knowledge acquisition and better understand complex chemical processes due to the integration of video lectures, interactive tasks, and laboratory experiments. Furthermore, this methodology promotes the development of self-education skills, as students have the opportunity to work independently with educational materials, watch video lessons at their convenience, revisit complex moments, and review material at an individual pace. It is noted that the «Flipped Learning» technology allows shifting the focus from passive information perception to active engagement, making learning more productive and interesting for students. By using this model, more time is allocated in the classroom for practical tasks, group projects, and experimental research, which in turn promotes the development of communication skills and teamwork abilities. At the same time, challenges include the need for high-quality educational materials, the availability of technical resources, and the necessity of preparing teachers for the new teaching format. The possibility of combining flipped learning with other technologies, such as STEM -education, gamification, project-based learning, problem-based learning, etc., is separately considered. The research confirmed the effectiveness of the flipped learning technology in teaching chemistry, especially in specialized classes where the level of student workload is higher, and the need for a more flexible approach to material acquisition is critical.
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Dartini, Ni Putu Dwi Sucita, I. Putu Panca Adi, and Ni Luh Putu Spyanawati. "THE INFLUENCE OF THE FLIPPED CLASSROOM MODEL ON TABLE TENNIS LEARNING OUTCOMES." Jurnal Edukasi Citra Olahraga 5, no. 1 (2025): 19–26. https://doi.org/10.38048/jor.v5i1.5030.
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. Flipped classroom is a strategy in the blended learning model that combines direct or face-to-face learning (synchronous) offline with indirect or independent learning (asynchronous) online. Flipped classroom is a learning model where students study the material independently through e-learning before class and then meet in class offline to discuss the material that has been studied. The purpose of this study was to determine the effect of the flipped classroom learning model on table tennis learning achievement. This research method is an experiment with a pre-test post-test control group design. The population in the study were fourth semester students of the Physical Education, Health and Recreation Study Program who programmed the course table tennis learning, while the research sample was randomized using the cluster random sampling technique. The data collection method used multiple choice written tests and performance tests. The results showed that there was a significant difference between the use of flipped classroom and conventional models (with sig 0.04 <0.05). The flipped classroom model provides better results in increasing the average learning outcomes of table tennis.
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Caiya, Nabila, and Minda Azhar. "Validity and Practicality of Flipped Classroom Based on Structured Inquiry Using LMS Moodle on the Material of Chemical Equilibrium for Phase F High School." International Journal of Progressive Sciences and Technologies 46, no. 2 (2024): 29. https://doi.org/10.52155/ijpsat.v46.2.6550.
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Chemical equilibrium is one of the abstract materials with concrete examples. This material is considered difficult by students. This study aims to determine the validity and practicality of a structured inquiry-based flipped classroom learning system using LMS Moodle on chemical equilibrium material high school phase F. The type of research is EDR (Education Design Research) research with the Plomp development model. The flipped classroom learning system was validated by three chemistry lecturers FMIPA UNP and two chemistry teachers in SMA Negeri 12 Padang obtained the average Aiken's V of 0.87 with valid category. Practicality conducted by two chemistry teachers in SMA Negeri 12 Padang obtained an average result of 94% with a convenient category. Practicality conducted by nine students of SMA Negeri 12 Padang obtained an average result of 94% with a convenient category. The results showed that the structured inquiry-based flipped classroom learning system using LMS Moodle on high school phase F chemical equilibrium material proved to be valid and practical
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Cho, Sungmin. "A Case Study on SPAT-based Flipped Learning in Music Education." Korean Society of Music Education Technology 30 (January 16, 2017): 143–60. http://dx.doi.org/10.30832/jems.2017.30.143.
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The purpose of this study is to develop a case for SPAT-based flipped learning in music education at the university level. Since music education at the university level requires both new learning and individual practice, flipped learning seems to be a promising option for improving current educational practices. As of now, learners learn and practice with their instructors in classroom hours in a rather piecemeal manner. If part of the instruction could be delivered in a pre-class lecture, the learning would be far more effective, as instructors could focus more class time on students’ individual progress. SPAT, a newly suggested mobile learning delivery format in digital environments, is an acronym of Still Picture, Audio and Text. In this format, the learning material is packaged into a series of scenes which each consists of a matching still picture, audio and text. Since SPAT-based material is small in size and provided as a download method, it can be suggested as suitable format for mobile learning, which has various advantages over video material provided by streaming method. This study was conducted on five music major students and one instructor who teaches them in the intermediate drum practice course. Flipped learning material on rhythm learning was developed in SPAT format and was delivered via mobile phone and tablet PCs, by an application called gglearn. Flipped learning classes were conducted for a total of 3 weeks, and then qualitative data were collected through in-depth interview from students. The results of the study show that there are meaningful positive effects such as 1) In-depth understanding of learning materials 2) Improvement of self-confidence of learners 3) Increase of interaction between instructor and learner 4) Reduction of burden on face to face class. In addition, students’ attitudes toward SPAT-based mobile delivery methods were generally positive. These results show the possibility that flipped learning can be used effectively in practical subjects.
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Buku, Maria Novita Inya, Getrudis Wilhelmina Nau, and Imelda Tidora Sombo. "Development integrated science learning device on human digestive system material based on inquiry-flipped classroom." BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan 6, no. 1 (2024): 19. http://dx.doi.org/10.20527/bino.v6i1.18150.
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At Rosa Mystica Catholic Junior High School, networked learning has not been linked to specific learning models and media. Teachers still face difficulties in creating online learning devices. It is necessary to develop learning devices using appropriate learning models and media to assist teachers in learning online. This will positively impact the quality of learning in the network at school. This study aimed to assess the Integrated Science learning device's validity, effectiveness, and practicality based on the inquiry-flipped classroom approach. The study developed learning devices such as syllabus, lesson plans, and electronic student worksheets. The research was conducted in January 2022 at Rosa Mystica Catholic Junior High School. This is a research and development project that uses the ADDIE model. The research findings indicate that the inquiry-based flipped classroom learning device is highly valid, effective, and practical. It is suitable for integrated science learning, specifically the human digestive system. This study contributes to the innovation of integrated science learning, as the combination of inquiry-based and flipped classroom models can create a more effective and engaging learning experience for students.Abstrak. Pembelajaran dalam jaringan yang terjadi di sekolah menengah pertama katolik Rosa Mystica belum terkait dengan model dan media pembelajaran tertentu. Guru masih kesulitan membuat perangkat pembelajaran untuk pembelajaran dalam jaringan. Perlu dilakukan pengembangan perangkat pembelajaran menggunakan model dan media pembelajaran untuk membantu guru dalam melaksanakan proses pembelajaran dalam jaringan yang berdampak pada perbaikan kualitas pembelajaran dalam jaringan di sekolah. Tujuan penelitian ini adalah untuk mengetahui validitas, efektifitas perangkat dan kepraktisan perangkat pembelajaran IPA Terpadu berbasis inkuiri-flipped classroom. Perangkat pembelajaran yang dikembangkan dalam penelitian ini adalah silabus, rencana pelaksanaan pembelajaran dan lembar kerja peserta didik elektronik berbasis model pembelajaran inkuiri-flipped classroom. Penelitian ini dilaksanakan pada bulan Januari tahun 2022 di SMPK Rosa Mystica. Penelitian ini merupakan penelitian dan pengembangan menggunakan model ADDIE. Hasil penelitian ini menunjukkan bahwa perangkat pembelajaran berbasis inkuiri-flipped classroom sangat valid, efektif dan praktis sehingga layak digunakan dalam pembelajaran IPA terpadu materi sistem pencernaan pada manusia. Penelitian ini memberikan kontribusi terhadap inovasi dalam pembelajaran IPA Terpadu, penggabungan model pembelajaran inkuri dan flipped classroom dapat membuat pembelajaran yang lebih efektif dan menarik bagi peserta didik.
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Amalia, Junita, Ike Fitriyaningsih, and Yoli Agnesia. "Effects of the Flipped Classroom on Learning Outcomes, Students' Motivation and Learning Strategies." Jurnal BELAINDIKA (Pembelajaran dan Inovasi Pendidikan) 6, no. 2 (2024): 156–61. http://dx.doi.org/10.52005/belaindika.v6i2.228.
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The emergence of a pandemic has increased interest in the flipped classroom approach. The reason is that a flipped classroom can be conducted both online and partially in person, which is appropriate for a pandemic situation. The percentage of students who received D and E marks in probability and statistics courses after employing the flipped classroom method (odd semester 2020–2021) increased by 11.5%. This demonstrates that the flipped classroom method's adoption has resulted in lower student test results. Based on previous research, the flipped classroom approach influenced learning motivation and learning techniques, because the remote learning actually enables students to study independently during online sessions and engage in face-to-face discussions via video conferencing. Therefore, researcher want to implement flip learning in experiment class dan control class. A flipped classroom approach was used in the experiment, while a control class proceeded as usual and received the material during the lecture. In order to persuade the researchers that the ability of the students in the experimental class and control class was equivalent, students were first given a pre-test before receiving treatment with the deployment of the flipped classroom. There was no effect significantly on learning outcomes with and without flip classroom method, only the Self-Efficacy indicator from learning motivation and Metacognitive Self-Regulation from learning techniques are significantly different according to the Mann Withney test.
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Susilawati, Evi, and Imamul Khaira. "IMPLEMENTASI E-LEARNING FLIPPED CLASSROOM SEBAGAI UPAYA PENINGKATAN KEMAMPUAN MAHASISWA DALAM MENDESAIN MATERI PENGEMBANGAN BAHAN AJAR NON CETAK." Jurnal Teknologi Pendidikan (JTP) 14, no. 1 (2021): 60. http://dx.doi.org/10.24114/jtp.v14i1.24105.
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Abstrak: Penelitian ini bertujuan untuk meningkatkan kemampuan mahasiswa dalam mendesain materi pengembangan bahan ajar non cetak melalui e-learning flipped classroom. Penelitian ini berjenis penelitian tindakan kelas (PTK) dengan mengikuti langkah-langkah penelitian yaitu: perencanaan, pelaksanaan, observasi, analisis dan refleksi. Subjek penelitian ini adalah mahasiswa semester V Program Studi Dosenan Pancasila dan Kewarganegaraan Fakultas Keguruan dan Ilmu Dosenan Universitas Islam Sumatera Utara pada tahun pelajaran 2020/2021. Pelaksanaan penelitian tindakan kelas ini dilakukan pada matakuliah Pengembangan Bahan Ajar dengan jumlah mahasiswa 17 orang. Teknik pengumpulan data pada penelitian ini menggunakan data kuantitatif. Alat pengumpulan data kuantitatif ini menggunakan instrumen materi pengembangan bahan ajar non cetak dengan menggunakan pilihan berganda yang diberikan secara online, sementara pada data kualitatif menggunakan hasil observasi kemampuan mahasiswa dalam mendesain materi pengembangan bahan ajar non cetak di kelas e-learning. Hasil penelitian ini menunjukkan terdapat peningkatan kemampuan mahasiswa dalam mendesain materi pengembangan bahan ajar non cetak dengan menggunakan e-learning flipped classroom. Kata Kunci: Kemampuan Mahasiswa, Bahan Ajar Non Cetak, E-Learning Classroom Abstract: This study aims to improve students' abilities in designing non-print teaching materials through e-learning flipped classrooms. This research is a classroom action research (CAR) by following the research steps, namely: planning, implementing, observing, analyzing and reflecting. The subjects of this study were students in the fifth semester of the Pancasila and Citizenship Lecturer Study Program, the Teaching and Lecturer Faculty of the Islamic University of North Sumatra in the 2020/2021 school year. The implementation of this classroom action research was carried out in the course of Teaching Material Development with a total of 17 students. Data collection techniques in this study using quantitative data. This quantitative data collection tool uses non-printed teaching material development materials instruments using multiple choices provided online, while the qualitative data uses observations of students' abilities in designing non-print teaching material development materials in e-learning classes. The results of this study indicate that there is an increase in the ability of students in designing non-print teaching materials development materials using e-learning flipped classrooms. Keywords: Student Activity, Non-Printed Teaching Materials, E-Learning Flipped Classroom
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Suryana, Praba Lucya, Totoh Tauhidin Abas, and Nina Puspitaloka. "Discovering students' responses using flipped classroom model through reading comprehension teaching." Journal of Applied Studies in Language 5, no. 1 (2021): 23–32. http://dx.doi.org/10.31940/jasl.v5i1.2380.
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Recently there has been a spate of interest on the flipped classroom that is the new learning model on education. Flipped classroom learning model is when the teacher giving material online through internet (outside the classroom). Students’ learning to understand the topic or material at home and conducting discussions or questions and answers, where the teacher answers the difficulties of students related material in the classroom. The teacher ask students with some of questions to check the students’ comprehension. In this research, focused on Flipped classroom model in teaching reading comprehension: students responses. The purpose of this research to find out the flipped classroom learning model is incorporated technology assisted and then to find out the flipped classroom learning model responded balance by students’. In research site and participant the researcher involved 36 students, 6 students as participants from second grade of Senior High School 1 Karawang West Java, with study objective sampling by using qualitative narrative inquiry method. To collect the data the researcher used three instrument that is reflective journal, interview and documentation. For data analysis technique the researcher used thematic analysis by Braun & Clark (2006) which is read the data deeply, transcribe, code, categorize, and interpret the data to analyze the data. The result of the research shown that students have positive responses. There are 5 students’ have the same positive responses that is students’ more comfortable to learning, get better understanding the material, make them active discuss in classroom. But 1 of students’ have a negative responded that is the condition of the classroom not conducive make her not really understood the material. It can be concluded that the flipped classroom learning model responded balance by students. The most of students more comfortable to learning the material first at home before teaching and learning in the classroom make them understand better, students more active to express their though in discussion session and also the process of learning was more interesting and helpful of them.
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Susanti, Lydia, and Dian Ayu Hamama Pitra. "Flipped Classroom Sebagai Strategi Pembelajaran Pada Era Digital." Health & Medical Journal 1, no. 2 (2019): 54–58. http://dx.doi.org/10.33854/heme.v1i2.242.
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Digital revolution has an important impact in the education strategy as in many other fields. This impact also led to radical changes in the field of education, such as in terms of teaching and learning approaches. Flipped classroom is a new learning strategy. This learning strategy is increasingly developing with technological advancements, such as internet access and other supporting software. In traditional learning educators deliver material, then to increase understanding of the material then students will do the assignments at school and given homework. On flipped classroom, students participate in preparing learning through video viewing, understanding powerpoints and accessing learning resources provided by educators through online media such as e-learning. Several studies have shown that the application of Flipped classroom can improve students' learning motivation
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Shah, Syed Sajid Huassain, Asmara Syed, Ekramy Elmorsy, et al. "Medical Students' Perception Regarding Flipped Class in Northern Border University, Saudi Arabia." Annals of King Edward Medical University 30, no. 4 (2024): 415–22. https://doi.org/10.21649/akemu.v30i4.5751.
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Background: Flipped classroom is widely used as a learning model in the medical school, which is interactive student-centered strategy. Since flipped classroom is recently applied teaching strategy in our Faculty of Medicine, Northern Border University, the students feedback is crucial for evaluation and further improvement. Objective: The objective of the present study is to evaluate the perception of medical students regarding flipped classes model through structured questionnaire based on graded five points Likert’s scale. Methodology: A structured questionnaire was distributed among the willing medical students of the fourth and fifth years who had completed the diagnostic surgical pathology module with flipped class strategy in the faculty of medicine – Northern Border University Arar – KSA. The questionnaire covered the areas of students’ feedback about the course prepared electronic material, the impact of the flipped classroom model in their performance in the course and their general attitude toward the learning model. Results: A total of seventy-eight students filled the responses which include 36 female students and 42 male students. Most of the medical students were satisfied about the prepared electronic material of the course (3.7/5) mainly for the legibility of the text and fonts in the recorded video and learning material. Also, students were satisfied about the impact of the flipped strategy in their performance (3.8/5) and showed positive attitude toward the flipped class room learning model (3.2/5). Students gender does not show significant effect on the study outcomes. Conclusion: Based on students’ feedback, the flipped class teaching strategy is very good methodology for the learning process. The finding of the present study supports the concept that the active learning techniques are better than the passive learning strategies
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Rachmat, Miftahul, Liliana Muliastuti, and Emzir Emzir. "The Implementation of Flipped Classroom Learning Model in Teaching Paragraph Writing." Loquen: English Studies Journal 13, no. 2 (2020): 103. http://dx.doi.org/10.32678/loquen.v13i2.3573.
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AbstractNowadays, English is the most important language, including the students who study in STKIP Situs Banten. To be fluent in English students have to increase their ability in writing the paragraph. The Researcher used a flipped classroom learning model since the Covid-19 Pandemic struck Indonesia and the classroom meeting cannot be assessed. This model incorporates dynamic learning; understudy inclusion and present-day innovation by utilizing ICT. In a flipped classroom, the material was given through learning recordings, instructional exercise,s and PowerPoint material by means of WhatsApp group that understudies saw in their homes before the virtual class is acquired. The key objective of this investigation is to explore the practicality of the flipped classroom learning model for teaching paragraph writing. The analyst took the examples from second-semester students in the English instruction division of STKIP Situs Banten. After this activity research measure has been done, this flipped examination lobby learning model can be utilized as a reasonable model for growing understudies limit in section composing. The researcher had dissected that there are a few reasons which drive this occurred: understudy's inspiration, understudy's Writing propensities, students autonomously, and varieties of alluring material.
 Keywords: Flipped classroom learning model, Information and Computer Technology, Paragraph writing.
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Armand, Marc Andre, and Alberto Corrias. "Cisco’s Flipped-Learning-Peer-Learning Initiative." International Journal of Advanced Corporate Learning (iJAC) 17, no. 1 (2024): 74–84. http://dx.doi.org/10.3991/ijac.v17i1.42107.
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This paper presents a new learning initiative that Cisco plans to roll out for its community of salespeople in collaboration with researchers from the National University of Singapore. Unlike Cisco’s existing sales training programs, this initiative adopts a bottom-up approach for the purpose of capturing and leveraging the “wisdom in the crowd” that is unique to Cisco’s products, services, processes, and markets. Specifically, learning content will be sourced from selected members of Cisco’s sales community who have been identified as subject matter experts (SMEs) in some aspect of the sales pipeline. Content created by the SMEs will typically take the form of a short video that codifies their best practices but may include some other material. To support learners consume and internalize the learning content at scale, a stratified learning model comprising two active learning approaches is used—namely, flipped learning and peer learning. The model provides learners with opportunities for self-direction. For example, learners get to choose what and how to learn. Machine learning will be used to automate various processes, including SME identification, generating personalized content recommendations, and pairing learners with peer learning partners. The efficacy of this new learning initiative will be measured in terms of its impact on individual sales productivity, using an adaptation of the New World Kirkpatrick Model, a recent iteration of the industry standard for measuring corporate learning success.
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Peri, Oktiarmi, Rusdi Muhammad, Asyhar Rayandra, and . Haryanto. "Implementation of Scaffolding Assisted Project-Based Learning Models in Buffer Solution Materials." RA JOURNAL OF APPLIED RESEARCH 09, no. 07 (2023): 368–74. https://doi.org/10.5281/zenodo.8123538.
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This study was conducted to solve of applying the learning model to skills and scientific process results in Buffer Solution learning materials in senior high school (SMA). In the early stages, the researchers designed scaffolding by linking the PjBL Flipped Classroom model, KPS, and buffer solution material. Then, these two products were validated by a team of experts involving scaffolding design validation, flow validation, learning design validation, and material validation to see the suitability of the scaffolding assistance at each stage of the PjBL Flipped Classroom model and the feasibility of the products developed and required to adopt the products produced to the principles set found in learning design. After completing the validation stage, the practitioner validation stage is continued to see the practicality of using the product being developed. Then a small group test is carried out to see the application of the product being developed. The results showed that learning chemistry using the Scaffolding Flow in the PJBL Flipped Classroom model could increase students' chemistry learning activities and outcomes on the concept of buffer solutions.
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Riwanda, Agus, Muhammad Ridha, and M. Irfan Islamy. "Digital Material EPUB Based to Understand Tarkib: Is Flipped Classroom Effective?" Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 13, no. 1 (2021): 1–15. http://dx.doi.org/10.24042/albayan.v13i1.6143.
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Flipped Classroom strategy is blended learning that build students learning autonomy. However, student learning outcomes in X IPA 2 class of MAN 4 HST on tarkib material is still below the passing grade. Arabic is important to be mastered for better understanding in Islamic teaching from its sources. This study aimed to see and compared the students learning outcomes between the flipped classroom strategy with epub digital book teaching material and traditional strategy. Experimental research was used with a non equivalent control group design and intact group. The experimental class was X IPA 2 which consisted of 26 students and the control class was X IPA 1 which consisted of 29 students. The data were collecting from pretest, treatment, and posttest on the control and experimental class. The results of this study was found out which there was significant difference in the acquisition of learning outcomes. The experimental class which used digital book had better average learning outcomes than the control class which used conventional strategies. The significance value asymp. Sig (2-tailed) was 0.200 which was higher than 0.05. So, there was a significant different from the results of the control and experimental class. This study also rejected that the flipped classroom strategy which was assisted with digital material which based on epub did not gain the significant result or better attitudes rather than the non-flipped classroom. This study contributed to enhancing the learning quality of Arabic in non-language class.
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Azizah, Lu'lu. "ANALYSIS OF THE EFFECTIVENESS OF THE IMPLEMENTATION OF FLIPPED CLASSROOM LEARNING MODEL IN SCIENCE LEARNING AT SCHOOL." Journal of Learning and Technology in Physics 2, no. 1 (2024): 25. http://dx.doi.org/10.24114/jltp.v2i1.56671.
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The flipped classroom-based learning model is one of the student-centered learning models to improve learning effectiveness. This learning model reverses student learning time, which usually students come to school to gain knowledge, then it is reversed to be done at home so that time at school is used effectively to discuss material that is not clear and still needs further explanation with students who have previously been equipped with learning material that is the subject of discussion. In this study, the author uses a descriptive qualitative research method that is literature study with secondary data as a source of information to analyze how the application of the flipped classroom learning model in science learning at school and whether this method is able to make the teaching and learning process much more effective and efficient.Keywords: effectiveness; learning model; flipped classroom
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Susilawati, Puspita Ratna. "The Implementation of Flipped Learning in Squash Method Material in Microtechnique Course." BIOEDUSCIENCE 4, no. 2 (2020): 166–76. http://dx.doi.org/10.22236/j.bes/424825.
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Background: The implementation of flipped learning could be one of the solutions offered so that practicum that was limit by time could be carried out. This study aimed to determine the effect of implementing the flipped learning model on student understanding of the squash method material in microtechnique courses. Methods: This quasi study used a non-equivalent control group design. In the treatment group the flipped learning model was applied and an analysis of its effect on student understanding was carried out. The research data were obtained through the pretest and posttest. The pretest is used to evaluate the ability to remembering and understanding, while the posttest evaluates the ability to analyze, evaluate and create. The pretest and posttest value data were used to calculate the N-gain value, then the Mann-Whitney U test was performed to determine the difference between the two. Results: The increase in the mean value in the treatment class was higher than in the control class. The treatment class was 5.2, while the control class was 0.82. The percentage of students who showed a high and moderate N-gain score in the treatment class was 54.05%, while the control class was 40%. There was no difference between the N-gain value in the treatment and control classes. The flipped learning model's implementation did not affect student understanding but had been able to increase student understanding of the squash method material. Conclusions: The flipped learning model could be applied as a solution to practical problems constrained by time constraints.
 
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Januari Ayu Fridayani and Fransisca Desiana Pranatasari. "APPLICATION OF FLIPPED LEARNING MODEL AS IMPLEMENTATION OF BASIC MANAGEMENT FUNCTIONS." Management and Sustainable Development Journal 2, no. 1 (2020): 62–78. http://dx.doi.org/10.46229/msdj.v2i1.153.
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This study explains how the basic functions of management—planning, organizing, leading and controlling (POLC)—are packaged in a flipped learning model. The basic functions of management, in general, are introduced at the beginning of lectures and become the basis for further learning in Management Department. As basic course material, the learning process of basic functions management must be arranged systematically and interestingly to motivate students to involve in the next learning materials enthusiastically. Through a case study on the subject of Organizational Management in the Management Department, Faculty of Economics, Sanata Dharma University, this study provides an overview of the learning process of flipped learning to introduce the basic functions of management to students. By utilizing description qualitative approach, this study shows that the flipped learning model can be one of the prospective alternative learning model in implementing basic management functions, both for lecturers and students.
 Keywords: basic functions of management, learning models, flipped learning
 
 Abstrak
 Studi ini menjelaskan bagaimana fungsi dasar manajemen—planning, organizing, leading dan controlling (POLC)—dikemas dalam suatu model flipped learning. Fungsi dasar manajemen, pada umumnya, dikenalkan pada masa awal perkuliahan dan menjadi basis untuk pembelajaran selanjutnya pada program studi manajemen. Sebagai materi kuliah dasar, proses pembelajaran terkait fungsi dasar manajemen harus disusun secara sistematis dan menarik untuk memotivasi mahasiswa mengikuti materi-materi pembelajaran selanjutnya dengan antusias. Melalui studi kasus pada mata kuliah Manajemen Organisasi di Program Studi Manajemen, Fakultas Ekonomi Universitas Sanata Dharma, studi ini memberikan gambaran proses pembelajaran flipped learning untuk mengenalkan fungsi dasar manajemen kepada mahasiswa. Dengan memanfaatkan pendekatan deskripsi kualitatitif, penelitian ini menunjukkan bahwa model flipped learning dapat menjadi salah satu alternatif bentuk pembelajaran yang prospektif dalam mengimplementasikan fungsi dasar manajemen, baik bagi dosen maupun mahasiswa.
 Kata kunci: fungsi dasar manajemen, model pembelajaran, flipped learning
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Rahmah, Nabilah Julia. "Flipped Classroom Approach in Developing English Language Learning Curriculum in the Digital Era." JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) 1, no. 3 (2025): 115–22. https://doi.org/10.62734/jtech.v1i3.436.
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Flipped Classroom is a learning model that reverses the habits of traditional learning methods, usually learning activities carried out in class such as understanding the material, then done at home, while assignments or homework that is usually done at home is done in class. This approach encourages students to be more independent and responsible for their own learning process, with the teacher acting as a facilitator. Since its implementation by Bergmann and Sams in 2007, the flipped classroom has become an increasingly popular pedagogical strategy. In the context of curriculum development and educational transformation in the digital era, the flipped classroom can be integrated into the current student-based system. (student-centered learning), collaboration and digital literacy, especially in English language teaching. Integrating a flipped classroom approach using digital media can support curriculum objectives by offering flexibility, effectiveness and innovation in learning. This approach makes it easier for students to learn and understand materials through digital media at home, and focus on active discussion and practice in class. Curriculum in the digital era adapts to prepare students to have critical, collaborative and creative thinking skills. With information and communication technology, utilizing digital media such as learning videos, interactive modules, and online discussion platforms into the flipped classroom approach will allow students to access materials and information more flexibly and in-depth.
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Prasetya, Rizky Eka. "The flipped english language learning through microsoft team application: analytical post covid-19 pandemic critical study." English Teaching Journal : A Journal of English Literature, Language and Education 11, no. 1 (2023): 55–64. https://doi.org/10.25273/etj.v11i1.13562.
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The increasing influence of flipped learning within these approaches has brought significant changes to transformational approaches that solve several challenges in conventional curriculum programs. The research aimed to look at how students felt about using a flipped learning paradigm in two classes teaching English as a foreign language and determine whether it was technically feasible. The Flipped Learning Experience Questionnaire results result from the Flipped Learning Experience Questionnaire were evaluated using the Wilcoxon signed ordered test. In a flipped approach, 84 participants used their Microsoft Team platform to study English as a Foreign Language class. The findings revealed that the flipped instructional material was perceived positively, especially regarding overall pleasure. The learning attitudes mean score in the flipped arrangement was significantly greater than in the traditional design, increasing throughout the study. The results suggest that participants acknowledged the ease of use of Microsoft Teams platform devices and emphasized the significance of a good video content design for successful flipped educational experiences through Microsoft Teams. Further investigation is needed since students encountered difficulties throughout the assignment
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Kondratyuk, M., and L. Romaniuk. "“Flipped” method for teaching grammar of a foreign language at non-linguistic faculties." Teaching languages at higher institutions, no. 39 (December 30, 2021): 71–84. http://dx.doi.org/10.26565/2073-4379-2021-39-05.
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The article deals with the theoretical description, analysis, and recommendations for the use of the “flipped” method for teaching foreign language grammar, which is introduced into the educational process of higher education institutions. The essence of the technology of flipped learning consists in the reorganization of the educational process – the home study of new material and classroom practice to reinforce it allows to make the learning process more effective. The “flipped” method has its advantages and disadvantages both for teachers and students. The advantages include intensification of the use of classroom time; proactivity, increased responsibility, and autonomy of students; conscious assimilation of educational material; creativity and critical thinking; taking into account the specifics of professionally oriented education, age characteristics and psychological needs of students; an opportunity to work on an individual schedule; archiving of materials. The “flipped” method encourages proactive schemes of teacher-student interaction. Experiments have shown a positive attitude of millennials to the inverted format after a period of adaptation and development. The level of acquisition of the new material depends on the internal motivation of the student. The classroom interactive and group-based tasks create and maintain external motivation.
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Puteri, Hana Alya, Maria Paristiowati, Zulhipri Zulhipri, Nur Azizah Putri Hasibuan, and Prita Atria Karyadi. "Efektivitas Pembelajaran Model Flipped Classroom Dengan Menggunakan Microlearning Pada Materi Larutan Penyangga." LAVOISIER: Chemistry Education Journal 3, no. 1 (2024): 64–73. http://dx.doi.org/10.24952/lavoisier.v3i1.11112.
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This study aims to determine the effectiveness of learning the flipped classroom model with microlearning on class XI buffer solution material. This research was conducted at SMA Negeri 99 Jakarta using a qualitative method. The sample used in this study was 35 students of class XI. This study refers to indicators of learning effectiveness, namely the management of learning implementation, communicative teaching-learning processes, student responses, learning activities, and learning outcomes. The instruments used in this study were observation, questionnaires, test questions, reflective journals, and interviews. The results of this study are that the flipped classroom learning model with microlearning is effective for use in buffer solution materials.
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Prokhorova, Maria P., Tatiana E. Lebedeva, Ekaterina P. Sedykh, Evgeny E. Egorov, and Olga A. Mineeva. "Flipped learning: analysis of difficulty and intensity." Laplage em Revista 7, Extra-E (2021): 51–59. http://dx.doi.org/10.24115/s2446-622020217extra-e1160p.51-59.
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The article analyzes the average assessment of such activity types as research, study and transformation of learning information, discussion and knowledge application, and tutorials. There is some information on the frequency of guidance instructions. Data analysis helped to prove that the technology of flipped classroom is generally more complex and time-consuming for students, regardless of the degree program. It was proved that independent information processing and its presentation in the form required by the teacher are the major difficulties for students. The study has also assessed the benefits of flipped learning as an educational technology from the students’ perspective. The results have shown that the flipped training is more suitable for students doing master’s degree, who have more developed skills of independent work and have an opportunity to present the studied material through the professional experience. As a result, the conclusions about the prospects of the flipped learning for professional training were made, the conditions to make flipped learning more effective for students were considered.
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Fatacharmita, Tasya, Tritiyatma Hadinugrahaningsih, and Irwanto Irwanto. "Analysis of Students’ Conceptual Understanding on Colloidal Materials Through the Flipped Classroom Learning Model Integrated Peer-Instruction." Journal of Computers for Science and Mathematics Learning 1, no. 2 (2024): 79–92. http://dx.doi.org/10.70232/thnvb502.
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This study aims to obtain an overview of students’ conceptual understanding on colloidal materials by applying the flipped classroom integrated with peer-instruction. The research method used is qualitative method. This research was conducted at SMA Negeri 8 Depok in the even semester of the 2021/2022 academic year. The research subjects were students of class XI IPA 3 which amounted to 39 students. Research data were collected from observation sheets, reflective journals, researcher notes, conceptual understanding sheets, conceptual understanding test, and interviews. In this study, to analyze the categories of students’ conceptual understanding level used categories adapted from Abraham et al. (1992), namely understanding, lack of understanding, misconceptions, not understanding, and no response. Learning was conducted face-to-face used flipped classroom integrated peer-instruction. The flipped classroom integrated peer-instruction learning model consist of three stages, namely pre-class learning, in-class learning, and after-class learning. During in-class learning, students were given a ConcepTest. The percentage of ConcepTest results was 30% - 70% so that learning continued with group discussion. In all colloidal sub-materials, the majority of students were in the “understand” category with an average percentage of 60,17%. The conclusion of this study is that the flipped classroom learning model integrated with peer-instruction can help students develop students’ conceptual understanding of colloidal material. The integrated flipped classroom and peer instruction can be an alternative in learning activities to develop students’ conceptual understanding.
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Rosiah, Rosi, and Risqi Apriyadi. "Is the Full Online Flipped Classroom Strategy Effective in Elementary Level Japanese Conversation Courses?" Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 9, no. 1 (2025): 235. https://doi.org/10.26858/eralingua.v9i1.66325.
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Abstract. This research finds out how students carry out the preparation process for learning, learning, and assignments. Moreover, I will find out the students' responses to this flipped classroom. The research methods used in this study are action research and questionnaires. The subjects in this study were 41 students of the UMY Japanese Language Education Study Program. The result of this study is that flipped classrooms are carried out through several phases; in phase 0, students see the material in the form of videos at home, where students learn the material themselves before class starts through Moodle UMY Myklass and do assignments. Phase 1 and Phase 2 students attend the class online through the MS Teams platform, and the Teacher directly discusses the students' assignments in the form of practice making conversation in Japanese. Moreover, Phase 3 had discussions and Evaluations. Student responses regarding this learning method are that students respond positively to the ease of learning and the benefits of learning methods in improving conversational skills in the Japanese Language. The study results show that the full online flipped classroom strategy is effective in basic Japanese conversation classes because students can prepare the materials used in conversation classes before the synchronous lectures are held. So that lectures run effectively and efficiently.Keywords: Flipped Classroom, Online Learning, Elementary Level, Japanese Conversation Class
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Et al., Suhartono. "A Theoretical Study: The Flipped Classroom Model As An Effective And Meaningful Learning Model In Multiple Era." Psychology and Education Journal 58, no. 1 (2021): 4811–20. http://dx.doi.org/10.17762/pae.v58i1.1642.
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This article aims to describe the flipped classroom model as an effective and meaningful learning model in various times. The flipped classroom model (flipped model) is a learning model that emphasizes learning in the classroom and outside the classroom, where conventional activities are carried out in class into activities at home, and activities carried out at home become activities in class. The flipped classroom model makes learning effective with active student involvement in the learning process, and meaningful learning with the influence of better changes in cognitive, affective, and skill aspects in students. The flipped classroom model is closely related to a more efficient use of learning time, where outside the classroom (at home) students have studied material and done assignments, then in class problem solving is carried out by discussing and completing assignments/ evaluations given by the teacher. Assessment in the flipped classroom model with comprehensive and authentic assessment, comprehensive assessment, namely the learning process and results. The flipped classroom model can be applied at any time, regardless of any conditions, wherever there is a learning process and using digital technology / information technology that is developing in the current era.
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Lie, Irene Kim, and Rousilita Suhendah. "Application of Flipped Classroom Method for Learning Worksheets Material." Journal of Innovation and Community Engagement 4, no. 4 (2023): 254–64. http://dx.doi.org/10.28932/ice.v4i4.7532.
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Based on data from the Central Bureau of Statistics, Indonesia is projected to enjoy a demographic bonus in 2045. This condition must be utilized because this is the first time in the history of the Indonesian nation. The demographic bonus that will occur in 2045 should be utilized properly. One is education that supports the younger generation to be more innovative, intelligent, critical-thinking, and skilled. The skills that a student can possess are in the field of accounting. Besides building skills, accounting can also shape the way of critical thinking and add focus and thoroughness to a student. St. Kristoforus 1 High School, as one of the target schools, has several students still interested in accounting. Due to this enthusiasm, Universitas Tarumanagara was there to provide accounting training, and the method chosen was the flipped classroom method. This paper explains the working paper where the general use is to help the process of making financial statements. Each educator will get the learning material first, so there is a difference between the conventional type of learning that usually occurs when exploring the material. This method was chosen because it is suitable to support the understanding of accounting materials and it can explore the material to be discussed more widely. This training is expected to be used by students to open a business in the future or continue their education at a higher level.
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Sari, Anita, and Purwaning Budi Lestari. "Pengembangan LKS Berbasis Reciprocal Teaching Berbantuan Flipped Learning Untuk Meningkatkan Metakognisi Siswa Di Madrasah Aliyah Al Hidayah Malang Tahun 2023." Prosiding Seminar Nasional IKIP Budi Utomo 4, no. 01 (2023): 304–15. http://dx.doi.org/10.33503/prosiding.v4i01.3582.
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The aim of the research is to determine the development of Reciprocal Teaching-based worksheets assisted by flipped learning in improving students' metacognition. This type of research is development research by adapting the ADDIE model which includes Analysis, Design, Development or production, Implementation or Delivery and Evaluations. The research results show that the LKS teaching materials based on Reciprocal Teaching assisted by Flipped Learning obtained assessment results from media expert validators of 78.46%, which means the LKS teaching materials are in the good category with appropriate criteria. Furthermore, the assessment from the material expert validator obtained a score of 90.52%, in the very good category and the criteria were very suitable for use. The conclusion of this research is that the development of worksheets based on Reciprocal Teaching assisted by flipped learning is very suitable for use.
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Dewi, Indah Sari, Nurul Husna, and Rosmayadi Rosmayadi. "Efektivitas Model Pembelajaran Flipped Classroom (FC) Terhadap Kemampuan Berpikir Kritis Matematis Siswa pada Materi Peluang." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 5, no. 1 (2024): 231–36. http://dx.doi.org/10.62775/edukasia.v5i1.747.
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The purpose of the study is to determine the achievement of student learning completeness on opportunity material after applying the Flipped Classroom (FC) learning model, knowing whether the mathematical critical thinking skills of students who get learning with the Flipped Classroom (FC) learning model are better than students who get learning with the direct learning model and to find out student learning activities during the application of the Flipped Classroom (FC) learning model. This study used a Quasi-Experimental design with the form of The Nonequivalent Posttest-Only Control Design. The population in this study was all grade VIII students of SMP Negeri 6 Singkawang totaling 115 students and the sample in this study consisted of 2 classes selected from 5 classes. Sampling using purposive sampling technique and selected class VIII E as experimental class and class VIII B as control class. The consideration of choosing the two classes is because there are still many students who have difficulty in learning and the average completeness of students has not reached KKM. Data collection is carried out by providing posttest questions on opportunity material and observation of student learning activities. Hypothesis testing using one sample t-test, two sample t-test. The results showed that: 1) Students achieved individual and classical completeness in classes applied to the Flipped Classroom (FC) learning model; 2) The mathematical critical thinking ability of students applied the Flipped Classroom (FC) model is better than students who applied the direct learning model; 3) Student activities are classified as active during the implementation of the Flipped Classroom (FC) learning model.