TEACHERS AND FLIPPED CLASSROOM: AN ACTION RESEARCH TO UNDERSTAND THE CHANGING

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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Learning Designs using Flipped Classroom Instruction | Conception d’apprentissage à l’aide de l’instruction en classe inversée

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie ◽

10.21432/t2pg7p ◽

2015 ◽

Vol 41 (2) ◽

Cited By ~ 3

Author(s):

Amber Danielle Mazur ◽

Barbara Brown ◽

Michele Jacobsen

Keyword(s):

Action Research ◽

Flipped Classroom ◽

Teaching Effectiveness ◽

Research Study ◽

Instructional Model ◽

Inquiry Based Learning ◽

Learning Group ◽

Class Time ◽

Collaborative Discussion ◽

Teaching Learning

The flipped classroom is an instructional model that leverages technology-enhanced instruction outside of class time in order to maximize student engagement and learning during class time. As part of an action research study, the authors synthesize reflections about three learning designs and how the flipped classroom model can support teaching, learning and assessment through: (1) guided collaborative discussion, (2) tabletop white boarding and (3) the development of augmented reality auras. Principles for teaching effectiveness are used as a lens to guide the reflection on the benefits and challenges with each of the learning designs. Findings suggest that flipped classroom models that emphasize collaborative learning, group work and accessibility can enable and support inquiry-based learning. Recommendations are provided for educators interested in designing learning using a flipped classroom instructional model, as well as suggestions for future action research agendas. La classe inversée est un modèle pédagogique qui met à profit l’apprentissage hors des heures en classe et qui est rehaussé par la technologie pour maximiser l’engagement et l’apprentissage des apprenants en classe. Dans le cadre de cette étude de recherche-action, les auteurs résument les réflexions sur la façon dont le modèle de la classe inversée peut appuyer l’enseignement, l’apprentissage et l’évaluation par la mise en œuvre de trois conceptions d’apprentissage par investigation : 1) discussion collaborative guidée, 2) tableau blanc de table et 3) développement d’auras en réalité augmentée. Les principes d’enseignement de l’efficacité sont utilisés comme optique guidant la réflexion sur les avantages et les défis de chacune des conceptions d’apprentissage. Les conclusions suggèrent que les modèles de classes inversées qui mettent l’accent sur l’apprentissage collaboratif, le travail en groupe et l’accessibilité peuvent permettre et appuyer l’apprentissage par investigation. Des recommandations sont fournies pour les éducateurs qui s’intéressent à la conception pédagogique à l’aide d’un modèle de classe inversée, ainsi que des suggestions pour la recherche-action future.

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PENGGUNAAN SCHOOLOGY UNTUK MEMERIHALKAN ISU DALAM PENDIDIKAN MORAL MENERUSI KELAS BERBALIK (FLIPPED CLASSROOM) [THE USAGE OF SCHOOLOGY TO DESCRIBE ISSUE IN MORAL EDUCATION THROUGH FLIPPED CLASSROOM]

Muallim Journal of Social Science and Humanities ◽

10.33306/mjssh23 ◽

2019 ◽

pp. 295-307

Author(s):

Shasitharan Raman Kutty ◽

Vasanthan Gurusamy ◽

Noor Banu Mahadir Naidu ◽

Chander Vengadasalam

Keyword(s):

Preservice Teachers ◽

Action Research ◽

Moral Education ◽

Research Design ◽

Flipped Classroom ◽

Moral Issues ◽

Moral Thinking ◽

Teaching Process ◽

Online Platform ◽

Learning Platforms

Penggunaan platform pembelajaran dalam proses pengajaran semakin meluas sejak kebelakangan ini. Dalam Pendidikan Moral, platform secara talian Schoology di dalam Kelas Berbalik (Flipped Classroom) telah menjadi wahana baharu di dalam Pendidikan Moral untuk mengembangkan pemikiran moral. Kajian kualitatif yang menggunakan reka bentuk kajian tindakan telah digunakan dalam kajian ini. Temu bual berfokus telah dilaksanakan terhadap 6 orang guru praperkhidmatan (GPP) opsyen Pendidikan Moral yang menggunakan platform Schoology. Dapatan kajian mengetengahkan GPP berupaya memerihalkan isu moral daripada tiga tema pembelajaran yang dibincangkan. Dapatan kajian juga mendapati GPPP berupaya mengembangkan elemen pemikiran moral setelah perbincangan dilaksanakan menerusi aktiviti seperti menonton video dan maklum balas yang diberikan di dalam platform secara talian Schoology (peringkat prapengajaran dan pasca pengajaran). [The use of learning platforms in the teaching process has been growing in recent years. In Moral Education, Schoology's online platform in Flipped Classroom has become a new mode to develop moral thinking. Qualitative studies using action research design have been used in this study. Focus interviews have been implemented on 6 Moral Education preservice teachers who use the Schoology platform. The findings highlighted that preservice teachers are able to describe the moral issues of the three learning themes discussed. The findings also found that Moral Education preservice teachers was able to develop the moral thinking element after discussions were conducted through activities such as watching videos and feedback provided on the platform online Schoology (pre-teaching and post-teaching).]

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An emergency flipped classroom intervention in an L2 Dutch course: An action research study

Neerlandica Wratislaviensia ◽

10.19195/0860-0716.31.8 ◽

2021 ◽

Vol 31 ◽

pp. 107-119

Author(s):

Mikołaj Buczak

Keyword(s):

Action Research ◽

Flipped Classroom ◽

Emergency Situation ◽

First Year ◽

Instructional Time ◽

First Year Students ◽

Emergency Situations ◽

New Material ◽

Flexible Management ◽

The University

The flipped classroom has been gaining increasing popularity over the last decade, especially in the university context. This pedagogical approach not only contributes to students’ engagement and motivation, but also enables a more flexible management of instructional time in class, which makes it a promising option for emergency situations. In October 2020, a ‘Women’s Strike’ took place in Poland, influencing the teaching schedule in numerous higher education institutions. Since these circumstances caused a problem with managing the course and making it possible for the students to catch up with the new material, an action research investigation was undertaken to explore the applicability of the flipped classroom in an emergency situation. Hence, this article describes the evaluation of a flipped classroom emergency intervention with one group of first-year students of Dutch Studies at Adam Mickiewicz University in Poznań.

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Peningkatan Hasil Belajar Persamaan Diferensial Mahasiswa Pendidikan Matematika dengan Model Pembelajaran Flipped Classroom

EDUMATICA | Jurnal Pendidikan Matematika ◽

10.22437/edumatica.v8i2.5576 ◽

2018 ◽

Vol 8 (2) ◽

pp. 23-34

Author(s):

Listy Vermana ◽

Fazri Zuzano

Keyword(s):

Mathematics Education ◽

Action Research ◽

Active Learning ◽

Differential Equations ◽

Learning Outcomes ◽

Flipped Classroom ◽

Student Learning Outcomes ◽

Learning Model ◽

Improve Student Learning ◽

Planning Action

Tujuan dari penelitian ini adalah untuk meningkatkan hasil belajar persamaan diferensial dengan menerapkan model pembelajaran Flipped Classroom (FC) dan strategi pembelajaran aktif Giving Questions and Getting Answers (GQGA) bagi mahasiswa Program Studi Pendidikan Matematika FKIP Universitas Bung Hatta. Jenis penelitian yang digunakan adalah penelitian tindakan kelas. Subyek pada penelitian ini berjumlah 45 orang, yaitu mahasiswa Program Studi Pendidikan Matematika yang mengikuti mata kuliah persamaan diferensial dengan peneliti. Penelitian dilaksanakan dari tanggal 24 Maret 2018 sampai tanggal 23 Mei 2018. Tempat pelaksanaan penelitan adalah di kelas perkuliahan Program Studi Pendidikan Matematika Universitas Bung Hatta. Penelitian dilakukan dalam 3 siklus yang terdiri dari 4 tahap, yaitu perencanaan, pelaksanaan tindakan, observasi dan refleksi. Pada siklus I diperoleh persentase mahasiswa yang memiliki nilai minimal setara C+ adalah 28,87%, pada siklus II adalah 60%, sedangkan pada siklus III adalah 71,11%. Berdasarkan hasil penelitian dan pembahasan dapat disimpulkan bahwa penerapan model pembelajaran FC dan strategi pembelajaran aktif GQGA dapat meningkatkan hasil belajar mahasiswa Program Studi Pendidikan Matematika FKIP Universitas Bung Hatta pada mata kuliah persamaan diferensial.Kata Kunci: hasil belajar, persamaan diferensial, Flipped Classroom, Giving Questions and Getting Answers. This study aims to improve the learning outcomes of differential equations by applying Flipped Classroom (FC) learning model and active learning type Giving Questions and Getting Answers (GQGA) for students of Mathematics Education Bung Hatta University. The type of research is classroom action research. The research was conducted from March 24, 2018 to May 23, 2018 in the course class of Mathematics Education Bung Hatta University. The subjects of the study were students of Mathematics Education which followed the course of differential equations with 45 researchers. The research was conducted in 3 cycles consisting of 4 stages, namely planning, action implementation, observation and reflection. In cycle I obtained the percentage of students who have a minimum value equivalent to C+ is 28,87%, cycle II is 60%,while in cycle III is 71,11%. Based on the results of research and discussion can be concluded that the application of FC learning model and active learning type GQGA can improve student learning outcomes of Mathematics Education Bung Hatta University in the course of differential equations.Keywords: learning out comes,differential equations, flipped classroom, giving questions and getting answers.

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

UNION Jurnal Ilmiah Pendidikan Matematika ◽

10.30738/.v6i2.2003 ◽

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%.

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