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. 

scholarly journals The Effectiveness of Video-Assisted Flipped Classroom Learning Model Implementation in Integral Calculus

2020 ◽  
Vol 2 (1) ◽  
pp. 97-103 ◽  
Author(s):  
Afaniah Fahreny Jafar ◽  
Rusli Rusli ◽  
Muhammad Dinar ◽  
Irwan Irwan ◽  
Hastuty Hastuty
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Student Response ◽  
Classroom Learning ◽  
Integral Calculus ◽  
Video Assisted

This study aimed to determine the effectiveness of applying video-assisted flipped classroom learning models in integral calculus courses. The effectiveness of learning in this study was measured based on the achievement of learning outcomes, student activities during learning, and student responses. This study was a pre-experimental study with a purposive sampling technique. The data collection method used two tests, observation sheets, and two questionnaires. Data analysis techniques were conducted by using statistical and inferential descriptive analysis. The results of the analysis showed: (1) The score of student learning outcomes has increased reaching a minimum completeness score of 70 with an average score of student learning outcomes in posttest 1 and posttest 2 of 75.28 and 78.09, (2) The average student activity is in the very active category, and (3) The average percentage of student response questionnaires on two response questionnaires, namely student response to the implementation of mathematics learning is amounted to 88%, and student response to instructional video media is amounted to84%. In general, it can be concluded that the video-assisted flipped classroom learning model is effective to be applied in mathematics learning.

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%.

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 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 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.

scholarly journals Development of Flipped Classroom Learning Combined with Google Classroom and Video Conference to Improve Students’ Learning Independent and Mathematics Learning Outcomes

2021 ◽  
Vol 5 (3) ◽  
pp. 375
Author(s):  
I Putu Pasek Suryawan ◽  
Kadek Ayu Mutiara Pratiwi ◽  
I Gusti Putu Suharta
Keyword(s):  
Learning Outcomes ◽  
Flipped Classroom ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Video Conference ◽  
Developmental Study ◽  
Evaluation Instrument ◽  
Classroom Learning ◽  
High Category ◽  
And Mathematics

The problem of this research arises from learning independent is a crucial part needed in learning which then gives certain influence toward learning outcome; hence a right strategy is needed to gain it. This study was developmental study toward flipped classroom learning aiming at: analyzing the validity, practicality and the effectiveness of flipped classroom learning combined with google classroom and video conference. This study was based on ADDIE model. In accordance to the subject of this study, there were three experts in developing learning administrations and two experts in developing learning media in validating stage and 32 students from Junior High School in implementing stage. The results of this research in terms of quantitative findings revealed that the validity of learning administration was worth to be implemented with validity average of lesson plan was around 88,10%, teaching materials was around 90,00%, evaluation instrument was 90,48% and learning media was 90,00 % and those result was categorized into very worth-implementing. The practicality of flipped classroom seen from the questionnaire result showed that students’ respond gained 3,22 which could be categorized into high category, and teachers’ respond was at 3,70 which can be categorized into very high category. In term of learning independent, an improvement was also found, where before learning an average of 2.49 with the low category, and after learning 2.90 with the high category. The result of gain-analysis showed that the gained score reached 0,44 which could be categorized into medium. This result could be categorized into quite effective in improving the students’ math learning outcome. Based  on the result gained during the data analysis, it could be concluded that flipped classroom combined  with google classroom and video conference was effective in improving students’ learning independent and mathematics learning outcomes.

scholarly journals Mathematical Learning Development using Discovery Learning Model to Improve Mathematical Understanding Skills of Students

2020 ◽  
Vol 4 (1) ◽  
pp. 124
Author(s):  
Yuni Kartika ◽  
Nahor Murani Hutapea ◽  
Kartini Kartini
Keyword(s):  
Product Development ◽  
Junior High School ◽  
Mathematics Learning ◽  
Learning Model ◽  
Mathematical Understanding ◽  
Discovery Learning ◽  
Learning Tools ◽  
Design Development ◽  
Average Value ◽  
Learning Development

This study aims to produce a mathematics learning tool with a discovery learning model on rectangular and triangular material, with valid, practical and effective criteria to improve the mathematical understanding ability of grade VII students in junior high school. The type of research was development research with the design development using Borg and Gall. This study produced learning tools consisting of syllabus, lesson plans and student worksheets (LKPD). The results of the study showed that the learning tools met valid, practical and effective criteria. The validity of the product development was determined by expert validation with an average value of 4.46 with a very valid category. The practicality of the product development is determined by the teacher with an average of 99%, students 90.57% and observers 4.16 which is categorized as very practical while the effectiveness of the development product in terms of the achievement of learning objectives using KKM scores of 75 is obtained from the test results of mathematical understanding ability with the results there is an increase in learning outcomes using developed learning tools.

scholarly journals STUDI KOMPARASI HASIL BELAJAR MATEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD)

2020 ◽  
Vol 4 (1) ◽  
pp. 50-55
Author(s):  
Sri Fatoyah ◽  
Akhmad Nayazik ◽  
Arie Wahyuni
Keyword(s):  
High School Students ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Models ◽  
Classroom Learning ◽  
Model Learning ◽  
Student Teams ◽  
Class 1

Abstract This study aims to find out which is better between mathematics learning outcomes in Cokroaminoto Batang Junior High School students who are taught using the Cooperative learning model Numbered Head Together (NHT) or those who are taught using the Cooperative learning model type Student Teams Achievement Division (STAD) in the material mathematics field rectangular. The sample of this study consisted of 2 classes, namely experimental class 1 and experimental class 2 using the NHT and STAD methods. This study used qualitative research methods. Data collection methods used are documentation and test methods. Research instruments in the form of learning tools and mathematics test results. Data analysis performed was a prerequisite test using the average similarity test and hypothesis testing by calculating the average. The results showed that the average learning outcomes of experimental class 1 students amounted to 76,875 and experimental class 2 amounted to 72,56667 which means that classroom learning outcomes taught by NHT type cooperative learning models were better than classroom learning outcomes taught by the STAD type cooperative learning models. From the results of the study, it can be concluded that the NHT type of cooperative learning model is more effective when compared to the STAD type cooperative learning model on the subject of quadrilateral in class VII students of Cokroaminoto Batang Middle School Academic Year 2018/2019 Keywords: STAD type cooperative learning model, NHT type cooperative learning model, learning outcomes .

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.

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