Examining the Flipped Classroom through Action Research

2017 ◽  
Vol 110 (8) ◽  
pp. 624-627 ◽  
Author(s):  
Chung Kwan Lo
Keyword(s):  
Action Research ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Group Learning ◽  
Learning Activities ◽  
Instructional Videos ◽  
Class Time ◽  
Individual Instruction ◽  
Essential Components ◽  
Computer Based

There is a growing interest in using a flipped classroom format in day-to-day teaching. According to Bishop and Verleger (2013), direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some materials before class. Therefore, the in-class time is no longer occupied by teachers' direct instruction. Teachers can provide more interactive learning activities to facilitate peer interactions.

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

2015 ◽  
Vol 41 (2) ◽  
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.

scholarly journals Pengaruh Model Teams Games Tournament Terhadap Kemampuan Pemahaman Matematik Siswa Kelas XI SMK di Kota Cimahi Pada Materi Fungsi Eksponen

2018 ◽  
Vol 2 (1) ◽  
pp. 99
Author(s):  
Senja Noviani Dewi ◽  
Tommy Tanu Wijaya ◽  
Ayu Budianti ◽  
Euis Eti Rohaeti
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Group Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Student Activity ◽  
Classroom Action Research ◽  
Constructing Knowledge ◽  
Selection Of

Education is a conscious and planned effort organized by school institutions to guide and train learners to grow awareness about the existence of life and the ability to solve every problem of life that always arises. It is reminded that teaching and learning activities are held in order to provide students with learning experiences. Selection of learning models used by teachers in delivering taught material can affect learning outcomes. One model of cooperative learning is Teams Games Tournament (TGT) model. The TGT learning model is a group learning model that involves student activity with an exchange of thoughts or ideas constructing knowledge amongst students in groups when getting assigned. This research is a Classroom Action Research (PTK) or Classroom Action Research is a research that is intended to provide information on how appropriate action to improve teachers' ability and student activeness. The results of the implementation of the first cycle of action I have achieved the classical indicator that has reached 62.5% students score above 70 and the results in cycle II reach 92% students score above 70.

scholarly journals Peningkatan Kemampuan Memecahkan Masalah melalui Media Komputer dalam Pembelajaran Matematika pada Siswa SMKN 1 Ngawen

2016 ◽  
Vol 22 (4) ◽  
pp. 432
Author(s):  
Urip Haryanto
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Action Observation ◽  
Learning Activities ◽  
Font Size ◽  
Problem Identification ◽  
Computer Based Learning ◽  
Computer Based ◽  
Answering Questions ◽  
Planning Action

This study aims at improving the students’ problem solving ability of Mathematics through computer-based learning, particularly in the space figures competency at SMK Negeri 1 Ngawen Gunungkidul. This study is categorized as classroom action research. The subjects of the study were the grade XI OC students of SMK Negeri 1 Ngawen Gunung Kidul. The study consisted of repetitious cycles. Every cycle consisted of problem identification, planning, action, observation, and reflection. The results of the study showed that: (1) the application of computer-based learning could improve the students’ problem solving ability of Mathematics and affected positively on the students’ achievement. The improvement was resulted from the conducive learning atmosphere (2) the students were highly interested in computer-based learning. They were more enthusiastic because they were able to confirm the answers directly; (3) to deal with the texts’ low legibility due to the mismatch between the background and the font size, the narration orally explained by the researcher was employed (4) the application of quizzes could motivate the students. They get involved actively in answering questions. The learning activities were more varied.

Flipping the Logic Classroom

2019 ◽  
Vol 42 (4) ◽  
pp. 355-373
Author(s):  
Savannah Pearlman ◽  
Keyword(s):  
Flipped Classroom ◽  
Learning Activities ◽  
Traditional Model ◽  
Classroom Implementation ◽  
Traditional Lecture ◽  
Class Time ◽  
To Come ◽  
The Many ◽  
Central Paradigm ◽  
Classroom Time

Despite increasing evidence that the traditional lecture is inefficient for student learning, such methods remain the central paradigm for teaching logic. In this paper, I identify the deficits of the lecture model and outline the many benefits of flipping the logic classroom—namely that students can absorb information at their own pace, freeing classroom time for active learning activities, and allowing the students to come prepared to actively engage in deeper levels of learning. I provide advice for curricular change from the traditional model, and guidance for flipped classroom implementation. I also offer suggestions for the best use of newly available class time, and advice for keeping students accountable for learning the information prior to class. Last, I consider common challenges with the flipped classroom model. I acknowledge possible obstacles to flipping the undergraduate logic course and address these challenges with potential solutions.

scholarly journals PENINGKATAN AKTIVITAS BELAJAR SISWA MELALUI PENERAPAN METODE “JUMPING TASK” PADA PEMBELAJARAN GEOGRAFI

2017 ◽  
Vol 9 (1) ◽  
pp. 11 ◽  
Author(s):  
Nofrion Nofrion
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Teacher Learning ◽  
Group Learning ◽  
Learning Activities ◽  
Learning Cycle ◽  
Learning Activity ◽  
Learning Method ◽  
Improving Student Learning ◽  
The Individual

Tujuan penelitian ini adalah untuk meningkatkan aktivitas belajar siswa dalam pembelajaran Geografi melalui penerapan metode “Jumping Task”. Metode “Jumping Task” adalah metode pembelajaran yang ditandai dengan pemberian soal atau tugas yang menantang kepada siswa sehingga diharapkan siswa akan bekerja sama dalam mengerjakan soal/tugas tersebut melalui dialog, interaksi dan kolaborasi yang dikelola secara efektif dan efisien oleh guru. Aktivitas belajar yang diamati dalam penelitian ini adalah aktivitas belajar individu, aktivitas belajar berpasangan, aktivitas belajar dalam kelompok dan aktivitas belajar klasikal. Penelitian tindakan kelas ini dilaksanakan sebanyak tiga kali pembelajaran/siklus di di kelas X SMA Islam Al Istiqamah, Pasaman Barat. Hasil penelitian memperlihatkan bahwa penerapan metode “jumping task” berhasil meningkatkan aktivitas belajar siswa dengan tingkat capaian di atas 80% pada semua jenis aktivitas belajar yang diobservasi.Kata Kunci : Aktivitas Belajar, Pembelajaran Geografi, Metode Jumping TaskThe objectives of this research is to improve the students learning activities in geography learning through the implementation of Jumping Task Method. Jumping Task Method is a learning method that is characterized by the provision of a matter or a challenging task to the students so that the students will be expected to cooperate in work on the problems / tasks through dialogue, interaction and collaboration are managed effectively and efficiently by the teacher. Learning activity observed in this study is the individual learning activities, and learning activities in pairs, group learning activities and activities of classical learning. This classroom action research conducted three times learning / cycle in class X SMA Islam Al Istiqamah, Pasaman Barat. The results showed that the implementation of the jumping task method successfully improving student learning activities with performance levels above 80% in all types of learning activities were observed.Keywords : Learning Activitiy, Geography Learning, Jumping Task Method

scholarly journals PENGGUNAAN ANIMASI DENGAN MACROMEDIA FLASH UNTUK MENINGKATKAN DAYA INGAT TERHADAP MATEMATIKA PADA MATERI GEOMETRI DI KELAS X SMA NEGERI 3 BANDA ACEH

2012 ◽  
Vol 12 (2) ◽  
Author(s):  
Ruwaida Muhammad
Keyword(s):  
Action Research ◽  
Test Score ◽  
Group Learning ◽  
Score Test ◽  
Learning Activities ◽  
Post Test ◽  
Classroom Action Research ◽  
Students Attitudes ◽  
Geometry Test ◽  
Banda Aceh

This research aims to improve students’ memory in learning geometry using Macromedia Flash Animation of grade X at SMA Negeri 3 Banda Aceh. It is classroom action research consisted of 2 cycles and using the worksheets. Geometry test was given after formative test and students’ responses questionnaire in learning. At the end of the research, it shows that (1) in first cycle that the average post-test score is 76.5 and at the second cycle is 80.1;(2) The Formative score test is 73.4; (3) students attitudes and responses towards learningmathematics by using Macromedia Flash are: (a) It was easy to memorize Mathematics instructional in first cycle is 80.77% and at the second cycle is 86, 15%, (b). Students could easily understand Mathematics instructional in first cycle is 65.38% and second cycle is 80.77% and (c) Students were active in group learning activities is 92.31% in first cycle and 100% in the second cycle.

scholarly journals PENINGKATAN KETERAMPILAN BERKOMUNIKASI MELALUI MEDIA WHATSAPP GROUP

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Tuti Asih
Keyword(s):  
Action Research ◽  
Communication Skills ◽  
Group Learning ◽  
Learning System ◽  
Learning Activities ◽  
Present Material ◽  
Class V ◽  
Classroom Action Research ◽  
The Government

During the Covid-19 pandemic, the government implemented a learning system that must meet health protocols. The school determines to learn from home so that it requires teachers to be creative in presenting learning. One of them is by utilizing the whatsapp group learning media where the teacher can present material, guide learning activities, and evaluate the learning carried out. This research is a classroom action research conducted in class V SDN 002 Sungai Salak. The instrument used was the observation sheet of students' communication skills. The results showed that there was a good increase in students 'communication skills through the whatsapp learning media where in the first cycle the students' communication skills had an average of 67.01% and the second cycle became 73.78% so it can be concluded that the use of the WhatsApp application can improve communication skills students.

Promoting Flipped Classroom Model in Teaching Writing of Efl Learners

2017 ◽  
Vol 1 (3) ◽  
pp. 279 ◽  
Author(s):  
Khoiriyah . ◽  
Mahendra Puji Permana Aji
Keyword(s):  
Flipped Classroom ◽  
Significant Contribution ◽  
Group Learning ◽  
Teaching Writing ◽  
Efl Learners ◽  
Classroom Activities ◽  
Class Time ◽  
Writing Class ◽  
Written Form

<p>Teaching writing requires interactive and motivating activities in EFL classroom. Usually, EFL learners lost their interest and get discouraged in writing class so they tend to avoid writing activities and exercises. The reasons are they get difficulties in exploring their ideas in written form and they cannot consult and meet the teacher individually during class time because of limited time for teaching. Thus, EFL learners need motivation in triggering themselves to write. Teachers have very significant contribution to improve quality of learning and support the learners to maintain their motivation by applying interactive teaching model. Therefore, flipped classroom is alternative model that could be utilized in managing inside or outside classroom activities. It is a digital technology used to shift direct instruction outside of the group learning to individual learning, usually via videos. This article aims to share the practice and challenges of applying flipped classroom model in teaching writing.</p><strong>Keywords: </strong><em>Flipped Classroom, Teaching Writing</em>

scholarly journals PENINGKATAN KEMAMPUAN GARAP CIBLON IRAMA DADI DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD PADA MAHASISWA SEMESTER II TAHUN AKADEMIK 2017/2018

2020 ◽  
Vol 11 (1) ◽  
pp. 74-88
Author(s):  
Bambang Sosodoro
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Process ◽  
Group Learning ◽  
Class Action ◽  
Learning Activities ◽  
Learning Ability ◽  
Learning Method ◽  
Practical Skills ◽  
High Complexity

This class action research was conducted to improve the ability of students in kendangan ciblon irama dadi in Karawitan Surakarta II. The mastery of kendangan ciblon irama dadi is considered very important for it is the foundation for kendangan ciblon irama wiled in the form of inggah ladrang, kethuk 4, and kethuk 8 in the next course. Kendangan ciblon irama dadithat are emphasized are gambyongan ciblon which has a high complexity. Therefore,it needs more attention. So far, there are still many problems encountered in the learning process of the course, especially in mastering kendangan ciblonduring the middle semester, namely semester III, IV, IV. The problems include the scheme of kendangan, sekaran ciblongambyongan and wiledan. It may happen because most sudents do not master well the ciblon irama dadi at the second semester. It needs an appropriate learning method. In order to increase the students’ abilities in kendangan ciblon irama dadi semester II, during this time, the method of speech, drill and demonstration seem insufficient to overcome the problem, so that it is necessary to use another method namely the Stad Type Cooperative Learning Model. This method is in fact very effective and useful to improve the students’ practical skills. This is indicated by an increase in group learning activities and a more live class and the good student achievement.Keywords: learning, ability, ciblon

scholarly journals PENERAPAN PENDEKATAN PAKEM UNTUK MENINGKATKAN PEMAHAMAN SISWA TENTANG SIFAT-SIFAT BANGUN RUANG DI KELAS IV SD INPRES I NAMBARU

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Ana Agung Made Ardani
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Research Method ◽  
Group Learning ◽  
Learning Activities ◽  
Learning Tools ◽  
Group Leaders ◽  
Building Characteristics ◽  
Group D

This study aims to create a conducive and pleasant learning atmosphere so that students can be directly involved in the learning process, through the application of the PAKEM approach to improve students' understanding of grade IV SD Inpres I Nambaru, South Parigi District, Parigi Moutong Regency in the material of building properties. By using the classroom action research method, it was concluded that: (a) The application of the PAKEM approach can improve the ability of Grade IV students of SD Inpres I Nambaru on the properties of building characteristics, (b) the PAKEM approach can be fun and motivate students in learning activities properties of building space. (c) The application of the PAKEM approach can lead to interest in leadership because in group learning researchers emphasize that the role of group leaders determines the success of each group, (d) The use of learning tools in this LKS greatly helps students in finding concepts.

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