Enhancing SPOC-Flipped Classroom Learning by Using Student-Centred Mobile Learning Tools

2020 ◽  
pp. 315-333
Author(s):  
Lisa Law ◽  
Muhammand Hafiz ◽  
Theresa Kwong ◽  
Eva Wong
Keyword(s):  
Mobile Learning ◽  
Flipped Classroom ◽  
Learning Tools ◽  
Classroom Learning ◽  
Learning By Using

scholarly journals Design and Test of Flipped Classroom Learning Support Model in Mobile Learning Environment

2019 ◽  
Vol 10 (02) ◽  
pp. 246-261
Author(s):  
Xiulin Ma ◽  
Youyuan Su ◽  
Jingjing Liu ◽  
Sheng Li
Keyword(s):  
Learning Environment ◽  
Mobile Learning ◽  
Flipped Classroom ◽  
Learning Support ◽  
Classroom Learning ◽  
Mobile Learning Environment ◽  
Support Model

scholarly journals PENGEMBANGAN FLIPPED CLASSROOM PADA MATA KULIAH KALKULUS INTEGRAL

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

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

FLIPPED CLASSROOM: PROVIDING SMARTER STUDENT SUPPORT THROUGH MOBILE LEARNING TOOLS

2018 ◽  
Author(s):  
Ajitha Sajan ◽  
Vimala Elumalai ◽  
Sreelakshmi Gopinathan
Keyword(s):  
Mobile Learning ◽  
Flipped Classroom ◽  
Student Support ◽  
Learning Tools

Analysis on Mobile Learning by Using Smart Phones among Chinese University Students

2014 ◽  
Vol 519-520 ◽  
pp. 1667-1670
Author(s):  
Huan Cao ◽  
Zhao Hui Guo
Keyword(s):  
University Students ◽  
Mobile Learning ◽  
The State ◽  
Smart Phones ◽  
Chinese University ◽  
Android System ◽  
Chinese University Students ◽  
Level Of Understanding ◽  
Learning By Using

Mobile learning based on smart phones has become a hot topic in research.In this paper, questionnaires and interviews were applied to survey the state of Chinese university students' mobile learning by using smart phones, and 360 students from 5 universities in Wuhan were chose as samples.The research discovers that the students' level of understanding about mobile learning is still low.Even though most of them possess smart phones with Android system, they seldom use smart phones to learn their major in after-class time.To improve the performance of mobile learning by using smart phones,the R&D of smart phones should be strengthened, more abundant learning APP should be developed and the coverage of wifi should be widened.

scholarly journals Strategies to Improve Mathematics Learning Outcomes Through Flipped Classroom

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

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

Gamified flipped classroom versus traditional classroom learning: Which approach is more efficient in business education?

2022 ◽  
Vol 20 (1) ◽  
pp. 100595
Author(s):  
Usman Khan Durrani ◽  
Ghazi Al Naymat ◽  
Rami M. Ayoubi ◽  
Muhammad Mustafa Kamal ◽  
Hanan Hussain
Keyword(s):  
Business Education ◽  
Flipped Classroom ◽  
Traditional Classroom ◽  
Classroom Learning

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

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

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

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