Flipped Learning Model to Achieve Learning Goals in the Research Methodology Course in Undergraduate Students

This meta-analysis aims to determine the effect of research characteristics on the effect size of the direct instruction learning model in the undergraduate thesis of the Physics Education Study Program FKIP UNTAN, published in 2016-2019. This type of research is a survey research with purposive sampling technique consisting of 6 theses. Data collection techniques in this research are documentary studies. The results of undergraduate thesis Physics Education study programs that use the direct instruction learning model obtained an average effect size of 1.00 which high effectiveness categories based on the John Hattie barometer. In this study, there are 2 characteristics of researchers examined, among others: the gender of the researcher and Grade Point Average (GPA) of the researcher. Based on the 2 characteristics of the researchers, it did not have a significant effect on the effect size of the undergraduate students' thesis in the Physics Education study program that uses the direct instruction learning model. In this study there were 13 characteristics of the methodology studied including: research location, school level, sample size, number of classes, number of meetings, material sub-fields, learning tools or media, test reliability coefficient, instrument validity, test forms, forms of research, designs experiments, and data collection tools. Of the 13 characteristics of the methodology, it did not have a significant effect on the effect size of the undergraduate students' thesis in the Physics Education study program that used the direct instruction learning model.Kata Kunci: Meta-analisis, Skripsi, Model Pembelajaran Direct Instruction

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Analysis of the Studies Concerning Flipped Learning Model: A Comparative Meta-Synthesis Study

International Journal of Instruction ◽

10.29333/iji.2019.12155a ◽

2019 ◽

Vol 12 (1) ◽

pp. 851-868 ◽

Cited By ~ 2

Author(s):

İshak Kozikoğlu ◽

Keyword(s):

Learning Model ◽

Flipped Learning

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The Effect of Layered Flipped Learning Model on Academic Success

Participatory Educational Research ◽

10.17275/per.21.67.8.3 ◽

2021 ◽

Vol 8 (3) ◽

pp. 300-322

Author(s):

Burcu ÖKMEN ◽

Abdurrahman KILIÇ

Keyword(s):

Academic Success ◽

Learning Model ◽

Flipped Learning

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STUDYING CONDITIONS AND PROBLEMS FOR DEVELOPING MATHEMATICS LEARNING MODEL OF UNDERGRADUATE STUDENTS IN THAILAND

Infinity Journal ◽

10.22460/infinity.v10i1.p121-132 ◽

2021 ◽

Vol 10 (1) ◽

pp. 121

Author(s):

Puchong Praekhaow ◽

Tweesak Chidanurak ◽

Sureerat Areeraksakul Konglok ◽

Kritsana Sokhuma

Keyword(s):

Problem Solving ◽

Undergraduate Students ◽

Mathematics Learning ◽

Group Learning ◽

Problem Based Learning ◽

Learning Model ◽

Management Model ◽

Integrative Learning ◽

Learning Problem ◽

Learning Management

This research intends to study the conditions and problems of learning management in Mathematics for undergraduate students. The research problem is that students have low achievement and ability problem-solving in mathematics. The research method used is development through conducting preliminary studies and quantitative survey research, producing initial designs of integrative learning models. The results of this research were used to develop the mathematics learning model. The research was conducted over one year considering two groups. The first sample was collected from the group with 376 students studying mathematics in the academic year 2020. The second sample was collected from the group with 116 professors of public universities in Thailand. Questionnaires were used as a tool of the research. The data analysis was divided into two stages. The first stage was to analyze supporting factors with factor analysis. The second stage was to design the learning management of students and professors with regression analysis. The results have shown that the opinions of students and professors on conditions and problems of learning management can be summarized as follows: (1) The students’ arguments for corrections in the aspects were group learning and teamwork, steps of solving problems, a learning model that is real situations, and the problem-based learning, respectively. (2) The professors’ opinions for corrections in the aspects were student interaction, academic achievement, problem-based learning, and learning management model that is current situations, respectively. (3)The supporting factors for developing the learning management model that professors and students were consistent in solving problems. It was found that there were three main factors as follows; group learning, problem-based learning, and active learning. The learning management model should be developed by integrating group learning, problem-based learning, and mathematical problem-solving to enhance problem-solving and mathematics learning achievement.

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

JEVTE: Journal of Electrical Vocational Teacher Education ◽

10.24114/jevte.v1i2.29252 ◽

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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