The Implementation of Flipped Learning in Squash Method Material in Microtechnique Course
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Submitted
27 March 2020
27 March 2020
Published
31 December 2020
31 December 2020
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Abstract
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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References
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Andrade, M., & Coutinho, C. (2017). Implementing flipped classroom in blended learning environments: A proposal based on the cognitive flexibility theory. Journal of Interactive Learning Research, 28(2), 109–126.
Barral, A. M., Ardi-Pastores, V. C., & Simmons, R. E. (2018). Student learning in an accelerated introductory biology course is significantly enhanced by a flipped-learning environment. CBE-Life Sciences Education, 17(ar38), 1–9. https://doi.org/10.1187/cbe.17-07-0129
Bergmann, J., & Sams, A. (2012). Flipped Your Classroom: Reach Every Student in Every Class Every Day. In International Society for Technology in Education (1st ed.). ISTE and ASDC. https://doi.org/10.5593/sgemsocial2016/B13/S03.043
Bergmann, J., & Sams, A. (2014). The Flipped Classroom. CSE, 17(3), 4–27.
Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. In Computers and Education (Vol. 115, Issue April 2018). Elsevier Ltd. https://doi.org/10.1016/j.compedu.2017.07.014
Brame, C. J. (2012). Flipping the Classroom Inverted Classroom.
Cagande, J. L. L., & Jugar, R. R. (2018). The flipped classroom and college physics students' motivation and understanding of kinematics graphs. Issues in Educatioinal Research, 28(2), 288–307. https://doi.org/http://www.iier.org.au/iier28/cagande.pdf
Chellapan, L., Meer, J. Van Der, Pratt, K., & Wass, R. (2000). To Flip or Not to Flip , That ' s the Question"¯: Findings From an Exploratory Study Into Factors That May Influence Tertiary Teachers to Consider a Flipped Classroom Model. Journal of Open, Flexible and Distance Learning, 22(1), 6–21.
Choiroh, A. N. L., Ayu, H. D., & Pratiwi, H. Y. (2018). Pengaruh Model Pembelajaran Flipped Classroom menggunakan Metode Mind Mapping terhadap Prestasi dan Kemandirian Belajar Fisika. Jurnal Pendidikan Fisika, 7(1), 1–5.
Damayanti, H. N., & Sutama, S. (2016). Efektivitas Flipped Classroom Terhadap Sikap Dan Ketrampilan Belajar Matematika Di Smk. Manajemen Pendidikan, 11(1), 2–7. https://doi.org/10.23917/jmp.v11i1.1799
Djaali, & Muljono, P. (2008). Pengukuran dalam Bidang Pendidikan (Y. B. Sudarmanto (ed.)). Grasindo.
Dusenbury, M. J., & Olson, M. R. (2019). The Impact of Flipped Learning on Student Academic Performance and Perceptions. Collegiate Aviation Review International, 37(1), 19–44. https://doi.org/10.22488/okstate.19.100202
Edmunds, S., & Brown, G. (2010). Effective Small Group Learning. In Amee Guides in Medical Education (Vol. 32, Issue 9). https://doi.org/10.1037/h0093814
Egbert, J., Herman, D., & Lee, H. (2015). Flipped Instruction in English Language Teacher Education: A Design-Based Study in a Complex, Open-Ended Learning Environment. The Electronic Journal for English as a Second Language, 19(2), 1–23.
Estes, M., Ingram, R., & Liu, J. C. (2014). A review of flipped classroom research, practice, and technologies. International HETL Review, 4(7).
Gariou-Papalexiou, A., Papadakis, S., Manousou, E. (Gelly), & Georgiadu, I. (2017). Implementing a flipped classroom: A case study of biology teaching in a greek high school. Turkish Online Journal of Distance Education, 18(3), 47–65. https://doi.org/10.17718/tojde.328932
Gomez-Lanier, L. (2018). Building Collaboration in the Flipped Classroom: A Case Study. International Journal for the Scholarship of Teaching and Learning, 12(2), 1–9. https://doi.org/10.20429/ijsotl.2018.120207
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). A Review of Flipped Learning. Flipped Learning Network.
Ihm, J., Choi, H., & Roh, S. (2017). Flipped-learning course design and evaluation through student self-assessment in a predental science class. Korean Journal of Medical Education, 29(2), 93–100. https://doi.org/10.3946/kjme.2017.56
Ismail, S. S., & Abdulla, S. A. (2019). Virtual Flipped Classroom: New Teaching Model to Grant the Learners Knowledge and Motivation. Journal of Technology and Science Education, 9(2), 168–183. https://doi.org/https://doi.org/10.3926/jotse.478
Kanelopoulos, J., Papanikolaou, K. A., & Zalimidis, P. (2017). Flipping The Classroom to Increase Students' Engagement and Interaction in a Mechanical Engineering Course on Machine Design. International Journal of Engineering Pedagogy (IJEP), 7(4), 19. https://doi.org/10.3991/ijep.v7i4.7427
Krathwohl, D. R. (2002). A Revision of Bloom ' s Taxonomy"¯: Theory Into Practice, 41(4), 212–219.
Kurniawan, F. H., Setyosari, P., & Ulfa, S. (2016). Flipped Classroom sebagai Sarana dalam Meningkatkan Kualitas Pembelajaran dan Keaktifan Siswa dalam Proses KBM. Prosiding Inovasi Pendidikan Di Era Big Data Dan Aspek Psikologinya, 139–144.
Malto, G. A. O., Dalida, C. S., & Lagunzad, C. G. B. (2018). Flipped Classroom Approach in Teaching Biology"¯: Assessing Students ' Academic Achievement and Attitude Towards Biology. 4th International Research Conference on Higher Education, 540–554. https://doi.org/10.18502/kss.v3i6.2403
Mccollum, B. M., Fleming, C. L., Plotnikoff, K. M., & Skagen, D. N. (2017). Relationships in the Flipped Classroom. The Canadian Journal for the Scholarship of Teaching and Learning, 8(3).
Nirwana, R. R. (2016). Pemanfaatan Laboratorium Virtual Dan E-Reference Dalam Proses Pembelajaran Dan Penelitian Ilmu Kimia. Phenomenon"¯: Jurnal Pendidikan MIPA, 1(1), 115–123. https://doi.org/10.21580/phen.2011.1.1.451
Nouri, J. (2016). The flipped classroom"¯: for active , effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13–33. https://doi.org/10.1186/s41239-016-0032-z
Priyayi, D. F., Keliat, N. R., & Hastuti, S. P. (2018). Masalah dalam Pembelajaran menurut Perspektif Guru Biologi Sekolah Menengah Atas (SMA) di Salatiga dan Kabupaten Semarang. Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, 2(2), 85–92.
Putri, M. D., Rusdiana, D., & Rochintaniawati, D. (2019). Students' conceptual understanding in modified flipped classroom approach: An experimental study in junior high school science learning understanding in modified flipped classroom approach"¯: An experimental study in junior high sc. IOP Conf. Series: Journal of Physics: Conf. Series, 1157 (2019, 1–7. https://doi.org/10.1088/1742-6596/1157/2/022046
Ridha, M., Setyosari, P., & Kuswandi, D. (2016). Pengaruh Flipped Mastery Classroom terhadap Perolehan Hasil Belajar Kognitif Mahasiswa. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(4), 655–661. https://doi.org/10.17977/jp.v1i4.6211
Risniani, L. Y., & Husein, A. (2019). Blended Learning"¯: Pengembangan dan Implementasinya pada Mata Kuliah Fisiologi Tumbuhan. Bioeduscience, 03(02), 73–83.
Romero-García, C., Buzón-García, O., & Touron, J. (2015). The Flipped Learning Model in Online Education for Secondary Teachers. Journal of Technology and Science Education, 9(2), 109–121. https://doi.org/https://doi.org/10.3926/jotse.435
Rusdi, Evriyani, D., & Praharsih, D. K. (2018). Pengaruh Model Pembelajaran Peer Instruction Flip dan Flipped Classroom terhadap Hasil Belajar Kognitif Siswa pada Materi Sistem Ekskresi. BIOSFER: Jurnal Pendidikan Biologi (BIOSFERJPB), 9(1), 15–19. https://doi.org/10.21009/biosferjpb.9-1.3
Salma, A. Z., Subarkah, C. Z., & Aisyah, R. (2016). Peningkatan Keterampilan Berpikir Kritis Mahasiswa pada Materi Koloid Melalui Model Pembelajaran Flipped Classroom. Prosiding Snips 2016, 64–69.
Scheckler, R. K. (2003). Virtual labs: A substitute for traditional labs? International Journal of Developmental Biology, 47(2–3), 231–236. https://doi.org/10.1387/ijdb.12705675
Sinaga, K. (2017). Penerapan Flipped Classroom Pada Mata Kuliah Kimia Dasar Untuk Meningkatkan Self-Regulated Learning Belajar Mahasiswa. Jurnal Inovasi Pendidikan Kimia, 11(2), 1932–1944. https://journal.unnes.ac.id/nju/index.php/JIPK/article/view/10609
Sirakaya, D. A., & í–zdemir, S. (2018). The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness , Motivation And Retention. Malaysian Online Journal of Educational Technology, 6(1), 76–91.
Sugiyono. (2015). Metode Penelitian Kuantitatif, kualitatif, dan R&D. Penerbit Alfabeta.
Suntoro, H. (1983). Metode Pewarnaan (Histologi dan Histokimia). Bhratara Karya Aksara.
Susilawati, P. R. (2019). Implementation of Web-Based Virtual Laboratory Media in Learning. Jurnal Taman Vokasi, 7(2), 122–128. https://doi.org/10.30738/jtv.v7i2.6396
Tatli, Z., & Ayas, A. (2010). Virtual laboratory applications in chemistry education. Procedia - Social and Behavioral Sciences, 9, 938–942. https://doi.org/10.1016/j.sbspro.2010.12.263
Taylor, A. (2015). Flipping Great or Flipping Useless"¯? A review of the flipped classroom experiment at Coventry University London Campus. Journal of Pedagogic Development, 5(3), 57–65.
Zainuddin, Z., Habiburrahim, Muluk, S., & Keumala, C. M. (2019). How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indonesian Journal of Applied Linguistics, 8(3), 678–690. https://doi.org/10.17509/ijal.v8i3.15270
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Andrade, M., & Coutinho, C. (2017). Implementing flipped classroom in blended learning environments: A proposal based on the cognitive flexibility theory. Journal of Interactive Learning Research, 28(2), 109–126.
Barral, A. M., Ardi-Pastores, V. C., & Simmons, R. E. (2018). Student learning in an accelerated introductory biology course is significantly enhanced by a flipped-learning environment. CBE-Life Sciences Education, 17(ar38), 1–9. https://doi.org/10.1187/cbe.17-07-0129
Bergmann, J., & Sams, A. (2012). Flipped Your Classroom: Reach Every Student in Every Class Every Day. In International Society for Technology in Education (1st ed.). ISTE and ASDC. https://doi.org/10.5593/sgemsocial2016/B13/S03.043
Bergmann, J., & Sams, A. (2014). The Flipped Classroom. CSE, 17(3), 4–27.
Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. In Computers and Education (Vol. 115, Issue April 2018). Elsevier Ltd. https://doi.org/10.1016/j.compedu.2017.07.014
Brame, C. J. (2012). Flipping the Classroom Inverted Classroom.
Cagande, J. L. L., & Jugar, R. R. (2018). The flipped classroom and college physics students' motivation and understanding of kinematics graphs. Issues in Educatioinal Research, 28(2), 288–307. https://doi.org/http://www.iier.org.au/iier28/cagande.pdf
Chellapan, L., Meer, J. Van Der, Pratt, K., & Wass, R. (2000). To Flip or Not to Flip , That ' s the Question"¯: Findings From an Exploratory Study Into Factors That May Influence Tertiary Teachers to Consider a Flipped Classroom Model. Journal of Open, Flexible and Distance Learning, 22(1), 6–21.
Choiroh, A. N. L., Ayu, H. D., & Pratiwi, H. Y. (2018). Pengaruh Model Pembelajaran Flipped Classroom menggunakan Metode Mind Mapping terhadap Prestasi dan Kemandirian Belajar Fisika. Jurnal Pendidikan Fisika, 7(1), 1–5.
Damayanti, H. N., & Sutama, S. (2016). Efektivitas Flipped Classroom Terhadap Sikap Dan Ketrampilan Belajar Matematika Di Smk. Manajemen Pendidikan, 11(1), 2–7. https://doi.org/10.23917/jmp.v11i1.1799
Djaali, & Muljono, P. (2008). Pengukuran dalam Bidang Pendidikan (Y. B. Sudarmanto (ed.)). Grasindo.
Dusenbury, M. J., & Olson, M. R. (2019). The Impact of Flipped Learning on Student Academic Performance and Perceptions. Collegiate Aviation Review International, 37(1), 19–44. https://doi.org/10.22488/okstate.19.100202
Edmunds, S., & Brown, G. (2010). Effective Small Group Learning. In Amee Guides in Medical Education (Vol. 32, Issue 9). https://doi.org/10.1037/h0093814
Egbert, J., Herman, D., & Lee, H. (2015). Flipped Instruction in English Language Teacher Education: A Design-Based Study in a Complex, Open-Ended Learning Environment. The Electronic Journal for English as a Second Language, 19(2), 1–23.
Estes, M., Ingram, R., & Liu, J. C. (2014). A review of flipped classroom research, practice, and technologies. International HETL Review, 4(7).
Gariou-Papalexiou, A., Papadakis, S., Manousou, E. (Gelly), & Georgiadu, I. (2017). Implementing a flipped classroom: A case study of biology teaching in a greek high school. Turkish Online Journal of Distance Education, 18(3), 47–65. https://doi.org/10.17718/tojde.328932
Gomez-Lanier, L. (2018). Building Collaboration in the Flipped Classroom: A Case Study. International Journal for the Scholarship of Teaching and Learning, 12(2), 1–9. https://doi.org/10.20429/ijsotl.2018.120207
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). A Review of Flipped Learning. Flipped Learning Network.
Ihm, J., Choi, H., & Roh, S. (2017). Flipped-learning course design and evaluation through student self-assessment in a predental science class. Korean Journal of Medical Education, 29(2), 93–100. https://doi.org/10.3946/kjme.2017.56
Ismail, S. S., & Abdulla, S. A. (2019). Virtual Flipped Classroom: New Teaching Model to Grant the Learners Knowledge and Motivation. Journal of Technology and Science Education, 9(2), 168–183. https://doi.org/https://doi.org/10.3926/jotse.478
Kanelopoulos, J., Papanikolaou, K. A., & Zalimidis, P. (2017). Flipping The Classroom to Increase Students' Engagement and Interaction in a Mechanical Engineering Course on Machine Design. International Journal of Engineering Pedagogy (IJEP), 7(4), 19. https://doi.org/10.3991/ijep.v7i4.7427
Krathwohl, D. R. (2002). A Revision of Bloom ' s Taxonomy"¯: Theory Into Practice, 41(4), 212–219.
Kurniawan, F. H., Setyosari, P., & Ulfa, S. (2016). Flipped Classroom sebagai Sarana dalam Meningkatkan Kualitas Pembelajaran dan Keaktifan Siswa dalam Proses KBM. Prosiding Inovasi Pendidikan Di Era Big Data Dan Aspek Psikologinya, 139–144.
Malto, G. A. O., Dalida, C. S., & Lagunzad, C. G. B. (2018). Flipped Classroom Approach in Teaching Biology"¯: Assessing Students ' Academic Achievement and Attitude Towards Biology. 4th International Research Conference on Higher Education, 540–554. https://doi.org/10.18502/kss.v3i6.2403
Mccollum, B. M., Fleming, C. L., Plotnikoff, K. M., & Skagen, D. N. (2017). Relationships in the Flipped Classroom. The Canadian Journal for the Scholarship of Teaching and Learning, 8(3).
Nirwana, R. R. (2016). Pemanfaatan Laboratorium Virtual Dan E-Reference Dalam Proses Pembelajaran Dan Penelitian Ilmu Kimia. Phenomenon"¯: Jurnal Pendidikan MIPA, 1(1), 115–123. https://doi.org/10.21580/phen.2011.1.1.451
Nouri, J. (2016). The flipped classroom"¯: for active , effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13–33. https://doi.org/10.1186/s41239-016-0032-z
Priyayi, D. F., Keliat, N. R., & Hastuti, S. P. (2018). Masalah dalam Pembelajaran menurut Perspektif Guru Biologi Sekolah Menengah Atas (SMA) di Salatiga dan Kabupaten Semarang. Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, 2(2), 85–92.
Putri, M. D., Rusdiana, D., & Rochintaniawati, D. (2019). Students' conceptual understanding in modified flipped classroom approach: An experimental study in junior high school science learning understanding in modified flipped classroom approach"¯: An experimental study in junior high sc. IOP Conf. Series: Journal of Physics: Conf. Series, 1157 (2019, 1–7. https://doi.org/10.1088/1742-6596/1157/2/022046
Ridha, M., Setyosari, P., & Kuswandi, D. (2016). Pengaruh Flipped Mastery Classroom terhadap Perolehan Hasil Belajar Kognitif Mahasiswa. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(4), 655–661. https://doi.org/10.17977/jp.v1i4.6211
Risniani, L. Y., & Husein, A. (2019). Blended Learning"¯: Pengembangan dan Implementasinya pada Mata Kuliah Fisiologi Tumbuhan. Bioeduscience, 03(02), 73–83.
Romero-García, C., Buzón-García, O., & Touron, J. (2015). The Flipped Learning Model in Online Education for Secondary Teachers. Journal of Technology and Science Education, 9(2), 109–121. https://doi.org/https://doi.org/10.3926/jotse.435
Rusdi, Evriyani, D., & Praharsih, D. K. (2018). Pengaruh Model Pembelajaran Peer Instruction Flip dan Flipped Classroom terhadap Hasil Belajar Kognitif Siswa pada Materi Sistem Ekskresi. BIOSFER: Jurnal Pendidikan Biologi (BIOSFERJPB), 9(1), 15–19. https://doi.org/10.21009/biosferjpb.9-1.3
Salma, A. Z., Subarkah, C. Z., & Aisyah, R. (2016). Peningkatan Keterampilan Berpikir Kritis Mahasiswa pada Materi Koloid Melalui Model Pembelajaran Flipped Classroom. Prosiding Snips 2016, 64–69.
Scheckler, R. K. (2003). Virtual labs: A substitute for traditional labs? International Journal of Developmental Biology, 47(2–3), 231–236. https://doi.org/10.1387/ijdb.12705675
Sinaga, K. (2017). Penerapan Flipped Classroom Pada Mata Kuliah Kimia Dasar Untuk Meningkatkan Self-Regulated Learning Belajar Mahasiswa. Jurnal Inovasi Pendidikan Kimia, 11(2), 1932–1944. https://journal.unnes.ac.id/nju/index.php/JIPK/article/view/10609
Sirakaya, D. A., & í–zdemir, S. (2018). The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness , Motivation And Retention. Malaysian Online Journal of Educational Technology, 6(1), 76–91.
Sugiyono. (2015). Metode Penelitian Kuantitatif, kualitatif, dan R&D. Penerbit Alfabeta.
Suntoro, H. (1983). Metode Pewarnaan (Histologi dan Histokimia). Bhratara Karya Aksara.
Susilawati, P. R. (2019). Implementation of Web-Based Virtual Laboratory Media in Learning. Jurnal Taman Vokasi, 7(2), 122–128. https://doi.org/10.30738/jtv.v7i2.6396
Tatli, Z., & Ayas, A. (2010). Virtual laboratory applications in chemistry education. Procedia - Social and Behavioral Sciences, 9, 938–942. https://doi.org/10.1016/j.sbspro.2010.12.263
Taylor, A. (2015). Flipping Great or Flipping Useless"¯? A review of the flipped classroom experiment at Coventry University London Campus. Journal of Pedagogic Development, 5(3), 57–65.
Zainuddin, Z., Habiburrahim, Muluk, S., & Keumala, C. M. (2019). How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indonesian Journal of Applied Linguistics, 8(3), 678–690. https://doi.org/10.17509/ijal.v8i3.15270
Authors
Susilawati, P. R. (2020). The Implementation of Flipped Learning in Squash Method Material in Microtechnique Course. BIOEDUSCIENCE, 4(2), 166–176. https://doi.org/10.22236/j.bes/424825
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