scholarly journals Conectando el modelo Flipped Learning y la teoría de las Inteligencias Múltiples a la luz de la taxonomía de Bloom/Connecting the Flipped Learning model and the Multiple Intelligences Theory considering Bloom’s taxonomy

Magister ◽  
2020 ◽  
Vol 31 (2) ◽  
pp. 45
Author(s):  
Raúl Santiago Campión
Keyword(s):  
Multiple Intelligences ◽  
Flipped Classroom ◽  
Bloom's Taxonomy ◽  
Learning Model ◽  
Flipped Learning ◽  
Classroom Learning ◽  
Bloom’S Taxonomy ◽  
Multiple Intelligences Theory

El objetivo de este artículo es realizar una propuesta teórico-práctica con objeto de analizar el impacto que un adecuado diseño e implementación del modelo de Clase Inversa /Aprendizaje Inverso (Flipped Classroom /Learning) puede tener en el desarrollo de las Inteligencias Múltiples como estrategias de aprendizaje activo y diferenciador en el aula. Para ello, se comienza por definir en qué consiste la clase inversa (también aprendizaje inverso) centrándose en los conceptos de espacio individual y espacio grupal y la importancia de un adecuado diseño metodológico para atender a la diversidad del alumnado en general y sus diferencias en cuanto a Inteligencias Múltiples en particular. En este contexto, se realiza un análisis previo sobre cuál puede ser el mejor espacio de aprendizaje en cada una de las Inteligencias Múltiples identificadas por Gardner, para concluir con una serie de recomendaciones y una propuesta práctica sobre su implementación en el aula a la luz de la taxonomía de Bloom.

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

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%.

scholarly journals Implementasi Model Pembelajaran Flipped Classroom dalam Pembelajaran Jarak Jauh untuk Meningkatkan Partisipasi Belajar IPA

2021 ◽  
Vol 8 (2) ◽  
pp. 256
Author(s):  
Siti Nurkhasanah
Keyword(s):  
Distance Learning ◽  
Flipped Classroom ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Classroom Learning ◽  
Quantitative Descriptive Analysis ◽  
Student Responses ◽  
Analysis Technique ◽  
Quantitative Descriptive ◽  
Data Collection Technique

This study aims to describe the implementation of the flipped classroom learning model in distance learning to increase participation in science learning at SMP Negeri 1 Gangga. This research method used descriptive qualitative research. The subjects in this study were class IX.2 as many as 28 people. This research data collection technique used observation sheets, documentation, and tests. While the data analysis technique used qualitative and quantitative descriptive analysis. The results of this study indicate an increase in student participation in taking part in distance learning using the Flipped Classroom model, namely 10 people in week 1, 15 weeks 2, 22 weeks 3 and 24 people in week 4, while 4 other people join the study. outside the network. Furthermore, with regard to student responses, it shows that before the implementation of distance learning using the Flipped Classroom learning model as many as 50% of students are not happy, as many as 31% of students are not happy, and 17% of students are quite happy with distance learning. However, after using the Flipped Classroom learning model, 25% of students were unhappy, 25% of students were less than happy, 35% of students were happy, and 14% were very happy with distance learning.

scholarly journals The Flip Classroom Learning on Design Student's Performance: An Analysis

2016 ◽  
Vol 4 (4) ◽  
pp. 87-94
Author(s):  
Mahesh Chandra Babu Jampala
Keyword(s):  
Critical Thinking ◽  
New Media ◽  
Communication Skills ◽  
Flipped Classroom ◽  
Learning Performance ◽  
Flipped Learning ◽  
Classroom Learning ◽  
Media Technology ◽  
Before And After ◽  
The University

Objective- The objective of this research paper is to examine whether flipped learning would improve the performance of the 3rd year undergraduate design students compared to the traditional classroom learning. Methodology/Technique- The performance of the students was assessed based on the parameters: communication skills, understanding of the concepts, teamwork, critical thinking, sharing the data, exploration of concepts, creative outcomes and engaging the problems. Students were provided different tools, case studies, video presentations and foundational concepts. The experimentation was conducted before and after implementation of flipped classroom. Findings - The study revealed that final marks were gradually increased and nearly 80% students were satisfied with this way of learning. It was also observed that 82% students improved the communication skills, improved the critical thinking and helps to solve problems by themselves and started exploring new concepts. The study also focuses on the challenges on the adaptation of flipped learning among students and teachers. Novelty - The use of the flipped classroom is one of the most emerging new media technology in the university. Type of Paper - Empirical Keywords - New Media Technology, Flipped learning, Performance, Self-learning, Classroom teaching.

The Peer Instruction Flipped Learning Model

2016 ◽  
pp. 285-307
Author(s):  
Troy Faulkner ◽  
Jennifer Green
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Learning Model ◽  
Peer Instruction ◽  
Learning Approach ◽  
Flipped Learning ◽  
Group Discussions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Traditional Lecture

Peer instruction flipped learning blends the concepts of flipped classroom and peer instruction in order to maximize the strengths of both techniques. Peer Instruction, a student-centered learning approach developed by Eric Mazur of Harvard University, engages students in the learning process through small group discussions. Flipped classroom, credited largely to Jon Bergmann and Aaron Sams, reverses the roles of traditional lecture and “homework” in order to maximize student learning. This chapter discusses the research on peer instruction and flipped learning, the details of implementing the peer instruction flipped learning model, and the benefits of using a peer instruction flipped learning model. This chapter also details one high school's experiences with these strategies.

scholarly journals Flipped Classroom Approach

2016 ◽  
Vol 8 (2) ◽  
pp. 98 ◽  
Author(s):  
Fezile Ozdamli ◽  
Gulsum Asiksoy
Keyword(s):  
Flipped Classroom ◽  
Classroom Technology ◽  
Flipped Learning ◽  
Classroom Learning ◽  
Physical Sciences ◽  
Student Centered ◽  
New Approaches ◽  
The World ◽  
Education Field

Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and provide to make it recognize more by educators and researchers. With this aim, in the study what flipped classroom approach is, flipped classroom technology models, its advantages and limitations were explained. Keywords: Flipped learning, flipped classroom, new approaches

scholarly journals The Effectiveness of Flipped Classroom Learning Model for Increasing Students’ Reading Comprehension in Covid-19 Pandemic

2021 ◽  
Vol 2 (2) ◽  
pp. 66-77
Author(s):  
Miftahul Rachmat ◽  
Liliana Muliastuti ◽  
Ifan Iskandar
Keyword(s):  
Reading Comprehension ◽  
Flipped Classroom ◽  
English Education ◽  
Research Process ◽  
Learning Model ◽  
Modern Technology ◽  
Classroom Learning ◽  
Extensive Reading ◽  
Virtual Class ◽  
Teaching Learning

Since Covid-19 Pandemic hit Indonesia and the teaching learning in the classroom cannot be obtains and make unpleased teaching learning process, researcher used a flipped classroom learning model for teaching students’ reading comprehension as the solution. This model includes active learning; student involvement and modern technology by using ICT. In a flipped classroom, the material given through videos and Power Point via WhatsApp group and students watched in their homes before the virtual class is obtained. The objective of this research is to know the effectiveness of flipped classroom learning model for increasing students’ reading comprehension. The researcher took the samples from fourth semester students in extensive reading course from the English education department of UIN Sultan Maulana Hasanuddin Banten. After this experimental research process has been completed, this flipped classroom learning model increasing students' reading comprehension.

scholarly journals Upaya Meningkatkan Kreativitas Dan Hasil Belajar Matematika Dengan Model Pembelajaran Flipped Classroom Di Kelas XII SMK N 1 Gedangsari

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Anita Dwi Lestari ◽  
Istiqomah Istiqomah
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Research Result ◽  
Learning Model ◽  
Classroom Learning ◽  
Mathematics Class ◽  
Classroom Action Research ◽  
Academic Year

This classroom action research aims to improve the creativity and learning outcomes of mathematics class XII SMK N 1 Gedangsari academic year 2017/2018 using Flipped Classroom learning model. From the research result, the average creativity of the students before the action is 61.45% and then in the first cycle increased to 63.39% and in the second cycle increased to 72.42%. In the achievement of KKM value in pre cycle to cycle 1 increased by 12.90% from 48.39 % to 61.29% and in cycle 1 to cycle 2 increased by 19.35% from 61.29% to 80.65%.

scholarly journals Aspectos críticos para aplicar con éxito el modelo flipped classroom a la enseñanza de la inmunología: resultados de 5 años de experiencias en la Universidad de Alcalá

2017 ◽  
Vol 1 ◽  
pp. 19
Author(s):  
Alfredo Prieto Martín ◽  
David Díaz Martín ◽  
Isabel Lara Aguilera ◽  
Jorge Monserrat Sanz ◽  
Raquel Oliva Martín ◽  
...  
Keyword(s):  
Standard Deviation ◽  
University Students ◽  
Flipped Classroom ◽  
Learning Model ◽  
Learning Assessment ◽  
Flipped Learning ◽  
Degree Of Satisfaction ◽  
The Mean ◽  
University Degree

<p>Resumen</p><p>Profesores de inmunología de la Universidad de Alcalá hemos implementado en los últimos cinco años el modelo de aula inversa en tres asignaturas del grado de Biología Sanitaria. El porcentaje de alumnos que estudiaron los materiales instructivos (documentos y vídeos) antes de que los temas fuesen tratados en clase ha aumentado desde valores minoritarios en los primeros años a porcentajes cercanos al 100% en los últimos años. La calificación media obtenida por los alumnos en las pruebas de evaluación del aprendizaje ha mejorado en las tres asignaturas en más de una desviación estándar con respecto a la que se obtenía con metodologías expositivas tradicionales antes de la implantación del modelo de aprendizaje inverso. Los porcentajes de alumnos que fracasan han disminuido y han aumentado los porcentajes de alumnos que alcanzan un nivel de maestría (calificación ¿8 en una escala de diez). Los alumnos reconocen desarrollar competencias con las actividades realizadas en los seminarios. El grado de satisfacción de los alumnos también ha aumentado. Concluimos que con el modelo inverso los alumnos universitarios dedican más trabajo no presencial al estudio de sus asignaturas y a consecuencia de ello sus calificaciones en la pruebas de evaluación del aprendizaje mejoran significativamente</p><p> </p><p>Abstract</p><p>Immunology teachers form Alcala’s University implementes flipped classroom model in the last five years into three immunology courses in sanitary biology university degree. The percentage of students that studied the instructive materials (documents and videos) before class has increased from minority values in the first years to percentages close to 100% in the last years. The mean grade obtained by the classes in the learning assessment exams has increased in the three courses in more than one standard deviation with respect to the original mean obtained in each course with traditional expositive methods before the implementation of the flipped learning model. The percentages of failed students have decreased and those of students that attain mastery levels (grades ¿80% of the maximum grade) have increased. The students recognize that the flipped model helps them to develop competencies in the activities developed in the seminars. The degree of satisfaction with the teaching has also increased We can conclude that university students thanks to the flipped model devote more time of work to the study of flipped courses and as a consequence of this increase in study they learn more and obtain increased grades in the learning assessment exams.</p>

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