Purpose This study aims to assess students’ learning performance and perceived need satisfaction between a gamified flipped classroom (GFC) and flipped classroom (FC) instruction in a low-tech setting. The iSpring Learn learning management system was used as a low-tech gamification application in gamifying the flipped learning class. Design/methodology/approach A quantitative research approach was used for collecting the data. Three formative assessments were used to examine students’ learning performance during the intervention period, and a post-questionnaire survey was used to support the data collection process with regard to students’ perceived needs satisfaction. In total, 56 students were involved in a non-randomised experiment with a control group design. Findings The results reveal that Assessment 1 showed no significant difference between the two intervention groups (p > 0.05), while Assessments 2 and 3 were significantly different (p < 0.05). The survey results confirm that participants in the GFC have achieved a great level of motivation because their innate psychological needs for competence, autonomy and relatedness are satisfied. Practical implications The use of game-like features can be a powerful means to produce more engaging and fun activities in the FC context. The study has confirmed that integrating the gamification concept into FC instruction by adding challenges, incentives, points and rewards to quiz questions promoted a more engaging and enjoyable experience for learners. Originality/value Gamification as a current concept of a twenty-first-century instructional skill has proven to be remarkably influential. This study suggests that the FC and gamification concept might be possibly implemented in a low-tech information environment – without the required advanced technology platform.
Purpose This study aims to present research evidence on the relevance of online gamification flip learning as a pedagogical instruction in promoting learning engagement when college students are impacted by the coronavirus pandemic. In this study, a gamified formative assessment was used to examine learner engagement and to evaluate the effectiveness of gamification within a synchronous online flipped instruction. Design/methodology/approach A multiphase mixed methods research design was used for this study. The evaluation relied on triangulated evidence gathered through questionnaire surveys and semi-structured interviews administered at an Indonesian college setting. Findings Based on the findings, gamified learning and formative assessments that adopt online flipped approaches have shown a positive bearing on learner engagement, despite the challenges learners face while harrowing through times of calamity. The results of this study provide prima facie support for the claim that the use of interactive gamified e-quizzes proves to be an innovative means of stimulating student engagement during the online class. Originality/value The results further suggest that a learning framework that incorporates both online flipped and gamification techniques provide the stimulus that is likely to forge an emotional connection that can inspire learner engagement, much needed when learners rally through calamitous events. This study has established evidential links between gamification and flipped classroom instructional delivery, particularly for online class settings. It is well-anticipated that gamification flip learning can continue to be implemented either in online, blended or face-to-face class instruction and particularly after the time of the pandemic.
Traditional learning instruction puts students in a passive learning role such as listening to lectures in the classroom. One of the contemporary innovative instructional approaches is the "flipped classroom", which employs pre-class video-recorded lectures and critical in-class discussion. This instruction leads students to remember and understand the pre-class content or access videos before attending the class. In this study, we proposed the flipped learning model design in which relevant to the Indonesian Political Systems course. This preliminary study employed Research-Based Design as a methodological approach in collecting rigorous information from two experts in the field of educational technology and pedagogy. The study was conducted within several phases, namely: planning, designing, formative evaluation, revision, redesign, and summative evaluation. The finding of this study reveals that two activities are recommended to be applied for students before class (lower-order thinking skills)and the other four activities are practiced in the classroom (higher-order thinking skills). This study can be summarized that the employment of flipped-class instruction may potentially lead to independent learning and critical thinking skills. Besides, this study also becomes a recommendation for the Ministry of Research, Technology, and Higher Education (Ristekdikti) to consider the flipped classroom as a contemporary teaching-learning conception in Indonesia. AbstrakPembelajaran dengan metode konvensional seperti mendengarkan ceramah di kelas cenderung membuat peserta didik menjadi pasif dan akhirnya membuat kegiatan belajar-mengajar menjadi tidak menyenangkan dan membosankan. Salah satu model pembelajaran inovatif terbaru berbasis video pembelajaran dan diyakini dapat menjadi solusi untuk masalah ini adalah flipped classroom. Model pembelajaran ini akan menuntun peserta didik untuk belajar secara mandiri melalui video pembelajaran sebelum datang ke kelas, sedangkan kegiatan di kelas lebih difokuskan pada aktivitas diskusi dan tanya-jawab. Oleh karena demikian, penelitian ini bertujuan untuk mendesain model pembelajaran flipped classroom atau kelas terbalik untuk diterapkan pada sebuah perguruan tinggi dengan mata kuliah Sistem Politik Indonesia. Studi sederhana ini menggunakan pendekatan Desain Berbasis Penelitian (Design-Based Research). Penelitian ini dilakukan dalam beberapa tahap, yaitu: perencanaan, perancangan, evaluasi formatif, revisi, desain ulang, dan evaluasi sumatif oleh dua orang pakar. Hasil dari penelitian ini menunjukkan bahwa model pembelajaran flipped classroom bisa diimplementasikan dalam enam tahapan kegiatan; dua kegiatan sebelum datang ke kelas (lower-order thinking skills) dan empat kegiatan di dalam kelas (higher-order thinking skills). Dari hasil penelitian ini, dapat disimpulkan bahwa model pembelajaran inovatif flipped classroom berpotensi untuk diterapkan dalam kegiatan belajar-mengajar di perguruan tinggi, bertujuan untuk membangun budaya belajar mandiri dan berfikir kritis mahasiswa. Studi ini juga diharapkan bisa menjadi masukan bagi Kementerian Riset, Teknologi, dan Pendidikan Tinggi (Ristekdikti) atau pembuat kebijakan untuk merekomendasikan flipped classroom sebagai model pembelajaran kontemporer pada institusi pendidikan tinggi Indonesia.
This is a case study at the Office of Religious Affairs (KUA) in North Aceh District. The research is expected to obtain valid information regarding the implementation of the Regulation of the Minister of Religion of the Republic of Indonesia Number 11 of 2007 concerning Marriage Registration and obstacles or obstacles in its implementation. Besides, it aims to understand and observe closely the process of implementing this regulation so that the marriage service process can be carried out in accordance with the contents of the PMA (Regulation of the Minister of Religion). The descriptive qualitative method was employed in collecting the data in this study. The results revealed that the registration of marriages had adopted the regulations stipulated in PMA No. 11 of 2007, although there were still deficiencies and obstacles in the field, both internal and external problems. However, all obstacles and challenges can still be overcome and controlled, so that the implementation of PMA No. 11 of 2007 can still be carried out even though it is not as perfect as expected.
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