Blended learning in elementary school science learning: A systematic literature review

Purnama, Herwulan Irine; Wilujeng, Insih; Jabar, Cepi Safruddin Abdul

doi:10.11591/ijere.v12i3.25052

Cited by 4 publications

(3 citation statements)

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“…This study used the Watase Uake tool and the Google Scholar search engine using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) technique to collect the data and ensure the research was conducted systematically. The research process involved several stages, namely identification, screening, eligibility, and inclusion (Ma'arif et al, 2023;Purnama et al, 2023) based on data found in recent articles related to the specified topic.…”

Section: Methodsmentioning

confidence: 99%

Exploring the Potential of Constructivist Pedagogical Approach in Strengthening Religious Moderation a Systematic Literature Review

Fadlillah,

Abdullah,

Kusaeri

2024

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This study aims to outline various previous research findings related to applying the constructivist pedagogy approach in improving moderate attitudes in educational institutions and explore the potential of the constructivist pedagogy approach to internalize the value of religious moderation in Indonesian education. This research uses the Systematic Literature Review method using the Watase Uake tool and the Google Scholar search engine. The data in this study are articles indexed in Q1, Q2, Q3, and Q4. The articles were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) technique. After going through the identification, screening, and eligibility process, 48 articles were included in the inclusion stage and analyzed using the meta-synthesis technique. The results of this study show that i) the findings of previous studies indicate that constructivist pedagogical approaches contribute positively to increasing openness and tolerance towards differences and building more appropriate attitudes in understanding diversity; ii) through constructivist activities, egalitarian teacher-student interactions, and inclusive social activities, students can develop a deeper understanding of the values of religious moderation (such as tawassuth, tawazun, tasamuh, musawah, and shura), appreciate the diversity of beliefs, and build openness to differences, so that constructivist approaches in learning have great potential to improve moderate attitudes in religion, especially in the context of Islamic education. The results of this study can positively contribute to the development of curriculum and religious learning methods oriented towards religious moderation in Indonesia.

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Section: Methodsmentioning

confidence: 99%

Exploring the Potential of Constructivist Pedagogical Approach in Strengthening Religious Moderation a Systematic Literature Review

Fadlillah,

Abdullah,

Kusaeri

2024

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“…Based on searches conducted in the Scopus Database, it was found that there were paper related to systematic literature review (SLR) that discussed FC. Such as the use of FC in mathematics learning (Cevikbas & Kaiser, 2023;Fornons & Palau, 2021;Fung et al, 2021), science learning in elementary school (Purnama et al, 2023), EFL course (Linling & Abdullah, 2023;Zain, 2022), Higher education in general (Baig & Yadegaridehkordi, 2023;Divjak et al, 2022), programming course (Hendrik & Hamzah, 2021), business and entrepreneurship education (Senali et al, 2022), gamification (Ekici, 2021), and self-regulated learning in FC (Rasheed et al, 2020). However, none of these found the extent of FC's relationship with biology learning.…”

Section: Introductionmentioning

confidence: 99%

Flipped classroom strategies in biology learning: A systematic literature review

Jasman,

Sulisetijono,

Mahanal

2024

JPBI

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Biology as an integral part of science learning continues to be maximized by integrating technology into its learning design. The definite manifestation of this integration process is to achieve meaningfulness, activeness, and effectiveness of the learning carried out. The flipped classroom (FC) is gaining popularity as a pedagogical model that uses the important benefits of technology in its learning environment. FC is proven to be an effective teaching mode that empowers students' 21st-century skills, stimulates students' self-learning, and improves academic performance. The potential of the FC is interesting to explore to what extent biology welcomes the FC. The aimed of this systematic literature review is to review and analyze articles published by Scopus indexed journals. We used the keywords "Flipped classroom and biology" in the search menu in the Scopus database and succeeded in finding 72 articles. There were 21 articles that met the criteria for further analysis. The inclusion and exclusion model used is PRISMA. The findings obtained are the trend of FC publications in biology learning over the last ten years. The approaches used in this research include quantitative, mixed method, case study and qualitative. Key words that are often used by writers are student, human, biology. The biology keyword has a branch, namely active learning. There are 9 countries of origin of authors who publish articles. The United States is a country that is active in publishing. Articles published on each continent are not evenly distributed. The dominant articles are published in collaboration with one country and rarely are articles published by one author. We have succeeded in formulating a picture of the existence of the FC in biology learning over the last ten years. These findings can be a consideration or reference for researchers to explore and study more deeply research related to the FC in biology learning based on their respective urgency.

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“…on previous researchers entitled Application of the Flipped Classroom Model with Video Interactive Media to the Understanding of Mathematical Concepts, Students stated that the results of Flipped Classroom can improve Mathematics learning in SMP Batanghari East Lampung(Yang et al, 2021). Then, with the title The Effect of the YouTube Flipped Classroom Learning Model on Science Literacy Skills, students stated that the results of the Flipped Classroom can improve Science learning at MTS Guppi Banjit Lampung(Purnama et al, 2023). Then with the title The Effectiveness of the Application of the Flipped Classroom Learning Model on Improving Students' Critical Thinking Skills stated that it can improve students' critical Thinking in science learning in grade VIII Junior High School UPI Bandung pilot laboratory(Maolidah et al, 2017).…”

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confidence: 99%

The Effect of the Flipped Classroom Model to Improve Critical Thinking and Reading Comprehension for Fifth-Grade Students

Ahmad,

Mustafa,

Sunendar

et al. 2022

QLMN

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This paper is motivated by the condition of students who lack Literacy and Critical Reasoning in the learning process and learning outcomes that are still many under KKM because teachers are less familiar with several methods and have yet to use the Flipped Classroom Model. This study aims to improve Reading Comprehension and Critical Thinking using the Flipped Classroom model. This research was conducted in class V of SDN Cibabat Mandiri 1 Cimahi City. This study uses quantitative research methods with the Quasi Experiment Design model using observation, interview, pretest, posttest, and documentation assisted by SPSS 29.0 to calculate the data obtained. With a population of 74 students. The technique used is collecting data on this test method before and after treatment. A live question-and-answer technique was used to find out the test results from the study. After that, samples were taken for the Experimental class, namely the VA class with 37 students and the VB class as the control class with 37 students, so a total of 74 students. Based on the Hypothesis Test results, there is a viable data variant after treatment. The data collection techniques used were observation, interview, pretest, and posttest. The results showed a significant influence on the use of flipped classrooms to improve the reading comprehension and critical thinking skills of grade V students of SDN Cibabat Mandiri 1 Cimahi City. Based on the results of the independent sample T-test, Sig was obtained. (2-tailed) Alternatively, (Significance Two Side-p) of 0.001 > 0.05 means Ho is rejected, and Ha is accepted. This is supported by the average score of the experimental class of 81.16 and the control class of 72.64.

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Blended learning in elementary school science learning: A systematic literature review

Cited by 4 publications

References 0 publications

Exploring the Potential of Constructivist Pedagogical Approach in Strengthening Religious Moderation a Systematic Literature Review

Exploring the Potential of Constructivist Pedagogical Approach in Strengthening Religious Moderation a Systematic Literature Review

Flipped classroom strategies in biology learning: A systematic literature review

The Effect of the Flipped Classroom Model to Improve Critical Thinking and Reading Comprehension for Fifth-Grade Students

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