scholarly journals FLIPPED CLASSROOM: INNOVATIVE LEARNING TO INCREASE THE LEARNING MOTIVATION OF ELEMENTARY SCHOOL STUDENTS IN THE DIGITAL AGE

2021 ◽  
Vol 7 (1) ◽  
pp. 33
Author(s):  
Jamilah Jamilah ◽  
Tri Sukitman ◽  
Mulyadi Mulyadi
Keyword(s):  
Flipped Classroom ◽  
Digital Age ◽  
Learning Motivation ◽  
Learning Material ◽  
Flipped Learning ◽  
Learning Models ◽  
School Students ◽  
Digital Era ◽  
Innovative Learning ◽  
Data Source

Today's digital age has an important impact on education. One of the learning models to increase the motivation of learners in learning in the digital era is flipped learning with reverse learning models. This research is a type of literature research. This research data source uses a variety of literature from various journals. Data analysis in this study uses content analysis. The results of this study show that the application of flipped classroom in the digital era has been able to increase students' learning motivation both at school and at home. Because students have studied the learning material before entering the class which means that the teacher is no longer dominant in controlling the class so that the interaction between the teacher and students becomes better and is very enjoyable in learning. Therefore when designed effectively, the flipped classroom method can increase the students' motivation towards the course. Also, suggestions for practitioners were discussed in this study

scholarly journals «INVERTED LEARNING AS AN INNOVATIVE FORM OF EDUCATIONAL PROCESS ORGANIZATION»

2020 ◽  
Author(s):  
Lyudmila Nazarenko
Keyword(s):  
High School Students ◽  
Flipped Classroom ◽  
Learning Technologies ◽  
Educational Process ◽  
Learning Approaches ◽  
Flipped Learning ◽  
School Students ◽  
Reading Experience ◽  
Innovative Learning ◽  
Methodological Aspects

The article highlights the need for positive changes in education through the use of innovative learning technologies. Analysis of scientific sources shows that this problem is urgent in the education system. Modern findings of equipping teachers with knowledge based on the innovations and child-centered approach are considered. The meaning and the content of flipped learning concept is specified; the own vision of the term is offered in the article. The principles of literary competence formation among high school students with the use of blended learning are substantiated and determined. The methodological aspects of the model application in a modern school are covered as well as its essence, features, advantages, possible difficulties and conditions which ensure the acquisition of literary education. The appropriateness of introducing such training in Ukrainian literature lessons is substantiated. The use of flipped learning at the Ukrainian literature lesson is demonstrated, due to which students acquire moral and ethical values. In the article there are covered methodological aspects of the Flipped Classroom, implementation possibilities of the competence approach in teaching of Ukrainian literature. The educational process is modeled in accordance with the modern requirements of student-oriented approach and task-based approach and Flipped classroom at the lesson of Ukrainian literature. The article proposes an algorithm based on the flipped learning for conducting the 11th grade Ukrainian literature lesson about the life and career of Valerian Pidmohylny. It is noted that the effective acquisition of knowledge occurs due to a combination of traditional and innovative learning, and it also depends on the student’s moral values and the staged use of technological learning. It is justified that the reading experience is based on the ability to analyze, interpret, compare, draw parallels, draw conclusions, use knowledge of literary theory in practice. It is primarily a combination of logical and sensory aspects, modern means of education, remote teaching and online learning, these components allow students to acquire competencies through projects, discussions and other activities. It is proved that the combination of traditional and innovative learning approaches including the virtual and real educational resources contributes to the transformation of literary knowledge into social and reading experience, prepares students for productive activities by turning them into active learners and changing teachers' role from the main source of knowledge to facilitator

scholarly journals Social Studies Learning With Numbered Head Together Model Improves Learning Outcomes Viewed From Student Learning Motivation

2020 ◽  
Vol 4 (2) ◽  
pp. 244
Author(s):  
Ni Komang Sri Wati ◽  
Ni Ketut Suarni
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
Learning Outcomes ◽  
Visual Media ◽  
Learning Motivation ◽  
Fifth Grade ◽  
Learning Models ◽  
School Students ◽  
Audiovisual Media ◽  
The Difference

The lack of optimal learning outcomes of social studies for fifth-grade elementary school students in Cluster XI Buleleng District is the main reason for this research. This study aims to analyze the effect of numbered head together (NHT) learning models, assisted by audio-visual media on social studies learning outcomes in terms of the learning motivation of fifth-grade elementary school students. Types of this research is a quasi-experiment with a non-equivalent post-test only control group design. The population in this study was grade V elementary school. The sample in this study was the VB class at SD Singaraja Lab of 35 students and VA class at SD Lab Singaraja of 35 students. Data collection methods used were of multiple-choice tests and non-test methods in the form of questionnaires. Learning outcomes data obtained were analyzed using Anava two pathways. The results showed that there were differences in social studies learning outcomes between students who were taught with the NHT model assisted by audiovisual media and students who were taught conventional learning models, there was an interaction effect between the learning model of NHT assisted with audiovisual media with learning motivation towards students' social studies learning outcomes, there was the difference in social studies learning outcomes between students who are taught with the NHT model assisted by audio-visual media and students who were taught conventional learning models to students who have high learning motivation, there was the difference in social studies learning outcomes between students who are taught with the NHT model assisted by audio-visual media and students who were taught conventional learning models to students who have low learning motivation. Based on the results of the study it can be concluded that the numbered head together learning model assisted by audiovisual media has a positive effect on social studies learning outcomes in terms of the learning motivation of students.

scholarly journals Meningkatkan Hasil Belajar Siswa melalui Penerapan Problem-Based Learning pada Mata Pelajaran Biologi

2020 ◽  
Vol 4 (1) ◽  
pp. 147
Author(s):  
Irawaty Andi Pana
Keyword(s):  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Research Data ◽  
Learning Material ◽  
Learning Models ◽  
Quality Of Learning ◽  
Innovative Learning ◽  
The Subject

Improving the quality of learning is an important factor that supports the achievement of progress in the field of education. In order to improve the quality of learning, it is necessary to apply innovative learning that follows the student-oriented learning paradigm. This study aims to describe the application of the Problem-based Learning Model by utilizing the environment as a learning resource to improve learning outcomes in biology. This classroom action research consisting of 2 research cycles and each cycle consists of four stages: (1) planning; (2) implementing actions; (3) observation and evaluation; (4) reflection. The study was conducted at Model 5 High School Palu. The subject of this research is Class X MIPA with 28 students. In this study the focus of learning material on biodiversity. The instruments used were student worksheets, student and teacher activity sheets, and student learning outcomes tests. The research data were displayed as a percentage and analyzed descriptively.  The learning outcomes of Class X Science 6 of SMA Negeri 5 Palu can be improved through the application of PBL learning models through the use of the environment. In cycle 1 students 'classical completeness was 71.66, while students' classical completeness in cycle 2 increased by 88.09. The classical absorption achieved in cycle 1 was 62.16%, increasing to 91.89% in cycle 2.

scholarly journals Somatic, Auditory, Visual and Intellectual (SAVI) Learning Models Affect Students 'Mathematics Learning Achievement

2020 ◽  
Vol 4 (3) ◽  
pp. 376
Author(s):  
Leni Fajriah ◽  
Meiliana Nurfitriani ◽  
Rahmat Permana
Keyword(s):  
Mathematics Learning ◽  
Learning Model ◽  
Learning Material ◽  
Learning Models ◽  
Class V ◽  
Learning Achievement ◽  
Significant Difference ◽  
Interview Methods ◽  
Innovative Learning ◽  
The Difference

The low mathematics learning achievement of students due to the less than optimal use of innovative learning models makes it difficult for students to understand the learning material as the reason why this study was conducted. The purpose of this study was to analyze the effect of the application of Somatic, Auditory, Visual and Intellectual (SAVI) learning. This type of this study was expresearcherimental research, with quantitative data. This study used the experimental design of The Non-Equivalent Group Design. The population of this study were all students of class V, amounting to 61 students. The technique in determining the research sample is random sampling. Test and interview methods were used in collecting research data. The results of data analysis showed that the average mathematics learning achievement of students in the group given the SAVI learning model got 83.6 results while the average mathematics learning achievement of students in the conventional taught group got 61.66 results. The difference can also be seen from the average N gain, namely the experimental class is 0.68 in the quite effective category, while for the average N gain, and the control class is 0.22, in the ineffective category. Thus, there is a significant difference in students' mathematics learning achievement between the experimental class that uses the SAVI learning model and the control class that does not use the SAVI learning model.

scholarly journals Do Flipped Learning and Adaptive Instruction Improve Student Learning Outcome? A Case Study of a Computer Programming Course in Taiwan

2022 ◽  
Vol 12 ◽  
Author(s):  
Hong-Ren Chen ◽  
Wen-Chiao Hsu
Keyword(s):  
Adaptive Learning ◽  
Flipped Classroom ◽  
Computer Programming ◽  
Learning Motivation ◽  
Learning Effectiveness ◽  
Flipped Learning ◽  
Adaptive Instruction ◽  
Student Learning Outcome ◽  
Adaptive Teaching ◽  
Post Test

Flipped learning could improve the learning effectiveness of students. However, some studies have pointed out the limitations related to flipped classrooms because the content of the flipped course does not vary according to the needs of the students. On the other hand, adaptive teaching, which customizes the learning mode according to the individual needs of students, can make up for some of the shortcomings of flipped teaching. This study combines adaptive teaching with flipped teaching and applies it to face-to-face classroom activities. The purpose of this research is to explore whether the implementation of flipping and adaptive learning in a computer programming course can improve the learning effectiveness of students. The experimental subjects of this study are the sophomore students in the Department of Information Management. The flipped classroom with adaptive instruction has been realized in the limited course time. This study uses questionnaires to collect pre- and post-test data on the “learning motivation” of students. The learning effectiveness was evaluated based on the students' previous programming course (C language) and the semester scores of this course. Research results show that the post-test “learning motivation” has improved overall compared with the pre-test, and the learning effect is significant. The results of this research not only prove the effectiveness of modern teaching theories in programming courses but also lay the foundation for future teaching design.

scholarly journals Storytelling in Instagram: Exploring a Creative Learning in Digital Era

2021 ◽  
Vol 3 (12) ◽  
pp. 01-09
Author(s):  
Karisma Erikson Tarigan ◽  
Murad Hassan Sawalmeh ◽  
Margaret Stevani
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Research Problem ◽  
Original Research ◽  
Material Research ◽  
Learning Material ◽  
Digital Era ◽  
Innovative Learning ◽  
Open Coding ◽  
Media Platform

Teaching and learning in the 21st century require students to become active thinkers in using technology to learn, innovate, communicate, and discover new knowledge. Instagram media was a great tool to showcase learning in an innovative learning environment where students took ownership of their learning and ideas. It could be used as hands-on training and build local and professional communities' knowledge. The sample for this study was 15 students from Tritech Informatika High School located in North Sumatra, Indonesia. Data was collected through interviews and related literature. Data analysis was analyzed using open coding methods that examined classified, tabulated, or combined evidence to solve the original research problem. Qualitative analysis that was conducted showed that Instagram media was the most used social media platform among participants, preferring to use it for educational and language learning purposes. This showed that social learning positively affected learning material research, motivation, academic and academic achievement satisfaction, and cooperative learning.

scholarly journals THE EFFECTIVENESS OF FLIPPING CLASSROOM MODEL ON EFL SECONDARY SCHOOL SPEAKING SKILLS

2019 ◽  
Vol 5 (2) ◽  
pp. 1 ◽  
Author(s):  
Yahya Ashour Alkhoudary ◽  
Jehad Ashour AlKhoudary
Keyword(s):  
Secondary School ◽  
Flipped Classroom ◽  
Secondary School Students ◽  
Learning Strategy ◽  
Flipped Learning ◽  
Esl Students ◽  
School Students ◽  
Class Instruction ◽  
The Impact ◽  
Speaking Skills

This study examines the impact of flipped learning on ESL students' speaking skills. Basically, secondary school students lack out-of-class instruction to review and study teaching materials independently since there is no opportunity to practice speaking skills outside the class. Therefore, the availability of the technological device in everyone's hand may help to enhance speaking if they are monitored regularly. The qualitative and quantitative approach is employed. The participants consisting of (40) Omani secondary school students, were divided into two groups (20) in the Experimental Group (E. G) and (20) in the Controlled Group (C.G). Pre-and post-tests were managed to both groups before using flipped classroom (FC) as a scaffolding of teaching speaking to non-native learners. Besides, a questionnaire was administered to. The results revealed that E.G excelled in the C.G. Also, it showed a positive attitude towards flipping as a learning strategy.

scholarly journals Model Pembelajaran Inovatif di Era Revolusi Industri 4.0 Bagi Pengawas Sekolah Dasar Kabupaten Ciruas, Banten

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Niko Sudibjo ◽  
Luluk Asmawati ◽  
Mohamad Fachri Yasin
Keyword(s):  
Blended Learning ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Industry 4.0 ◽  
Flipped Classroom ◽  
Industrial Revolution ◽  
Technological Pedagogical Content Knowledge ◽  
Learning Models ◽  
Pedagogical Content ◽  
Innovative Learning

Berbagai perubahan akibat dampak dari revolusi industry 4.0 tidak dapat dihindari, termasuk dalam sector pendidikan. Oleh sebab itu, para pemimpin di Lembaga Pendidikan perlu terus melakukan penyesuaian agar dapat mengikuti perkembangan zaman. Salah satu perubahan yang dimaksud adalah perubahan pada model pembelajaran. Model pembelajaran menjadi sangat penting karena bersinggungan langung dengan proses belajar kelas dan berpengaruh pada ketercapaian tujuan pembelajaran. Oleh sebab itu, seminar model pembelajaran inovatif di era 4.0 diberikan untuk memberikan pemahaman mengenai metode-metode pembelajaran yang sesuai dan dapat diterapkan, diantaranya adalah blended learning, flipped classroom dan Technological, Pedagogical, Content Knowledge (TPACK). Peserta dalam seminar ini adalah para pengawas Sekolah Dasar Kabupaten Ciruas, Banten sebanyak 86 orang. Setelah mengikuti seminar, para peserta diminta mengisi angket kebermanfaatan seminar. Hasil dari angket menunjukkan bahwa seminar yang diberikan sangat relevan dan memberikan manfaat bagi profesi peserta seminar saat ini.Kata kunci: blended learning; flipped classroom; technological; pedagogical; content knowledge (TPACK); revolusi industry 4.0 Innovative Learning Models in the Era of the Industrial Revolution 4.0 for Elementary School Supervisors in Ciruas Regency, BantenABSTRACTVarious changes due to the impact of the industrial revolution 4.0 can not be avoided, including in the education sector. Therefore, leaders in Educational Institutions need to continue to make adjustments in order to keep abreast of the times. One of the changes in question is a change in the learning model. The learning model becomes very important because it is directly related to the class learning process and affects the achievement of learning objectives. Therefore, a seminar on innovative learning models in the 4.0 era was given to provide an understanding of appropriate and applicable learning methods, including blended learning, flipped classroom and Technological, Pedagogical, Content Knowledge (TPACK). The participants in this seminar were the supervisors of 86 elementary schools in Ciruas, Banten. The results of the questionnaire showed that the seminar given was very relevant and provided benefits to the current seminar participant profession.Keywords: blended learning; flipped classroom; technological; pedagogical; content knowledge (TPACK); industrial revolution 4.0

BORDER CHECK TRAINING IN FINLAND - COMPARISON OF E-LEARNING TOOLS FOR PRACTICAL AND LEGAL STUDIES

2018 ◽  
Vol 5 ◽  
pp. 327-337
Author(s):  
Sari Lindblom-Häkkinen ◽  
Saila Heinikoski ◽  
Maisa Anttila
Keyword(s):  
Flipped Classroom ◽  
Research Question ◽  
Training Period ◽  
Learning Material ◽  
Flipped Learning ◽  
Learning Method ◽  
Practical Skills ◽  
Learning Tools ◽  
Learning Context ◽  
E Learning

The paper discusses the possibilities and challenges in applying e-learning tools in border check training, comparing the training of legal issues and border check practices. The main research question of the paper is how e-learning is utilised in and comport with border guard training. In pedagogical discussion, one of the most popular strands in the e-learning context is the method called "flipped classroom". In a flipped classroom, part of so-called blended learning, students study e-learning material before they start practicing their skills in simulated situations. We examine in which situations related to border checks flipped learning could be appropriate and beneficial and what sort of skills can best be learned through them. Practical skills are of course crucial, and after classroom learning in border guard training, working practice periods are obligatory for students. With the above-mentioned pedagogical concepts in mind, we first utilise content analysis based on the Community of Inquiry (CoI) framework, analysing how the online platform supports practical skills. Secondly, we bring the training period into conversation highlighting its importance as a learning method. The empirical material of the paper consists of educational documents, e-learning material used in border check and legal training as well as interviews and observation with trainers and teachers at the Finnish Border and Coast Guard Academy. The paper illustrates that e-learning tools are particularly useful in rehearsing to apply theoretical knowledge in practical situations. Still, the training period cannot be replaced with any methods. However, basing on the tentative analysis of empirical data before training period, flipped learning method seems to be very effective learning method.

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