Blending Flipped Classroom and Station Rotation Models in Enhancing Students' Learning of Physics

Govindaraj, Anandraj; Silverajah, V. S. Giita

doi:10.1145/3175536.3175543

Cited by 17 publications

(14 citation statements)

References 9 publications

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“…This result is consistent with the previous research which showed that students with station rotation learning model had greater mathematical performance improvement than students with traditional learning model [27]. This is because the various activities that exist in learning station rotation can bring a sense enthusiasm and joy for students, and make students able to interact better with teacher and other students during traditional class and online learning so the students get the help they need in learning [28,29].…”

Section: Post Hoc Testsupporting

confidence: 90%

The blended learning with Whatsapp media on Mathematics creative thinking skills and math anxiety

2020

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The blended learning was a learning model that combines offline and online learning. There are two types of blended learning models used in this research, namely the flipped classroom model and the station rotation model. In these models, the teacher would use WhatsApp as a media for online learning. The purpose of this research was to determine the effect of blended learning models on mathematical creative thinking skills and math anxiety of public junior high school students in Sukoharjo Regency, Central Java Province. The research method used was quasi-experimental by sampling using stratified cluster random sampling techniques. There were three schools selected as research samples, namely Mojolaban 1 Public Junior High School, Mojolaban 2 Junior High School, and Grogol 3 Public Junior High School. The data collection used a written test and questionnaires methods which were carried out after the treatment was given. The data analysis technique used a one-way multivariate analysis of variance. This research shows that the blended learning models were better than the direct learning model on mathematical creative thinking skills, but judging from the magnitude of math anxiety, the direct learning model was better than the station rotation learning model.

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Section: Post Hoc Testsupporting

confidence: 90%

The blended learning with Whatsapp media on Mathematics creative thinking skills and math anxiety

2020

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“…Blended learning has been shown to give an effect on student's learning outcomes (Banyen et al, 2016;Obiedat et al, 2014;Bi & Shi, 2019) and helps the learning process in the classroom because it is easy, accessible, flexible and independent (Divayana, 2019;Rasmitadila et al, 2020). In particular, the rotation model of blended learning can support learning (Govindaraj & Silverajah, 2017), improve learning outcomes (Ayob et al, 2020), and improve students' intrapersonal intelligence (Ambarli et al, 2020). In addition, this rotation blended learning model is very suitable to be implemented on campuses, especially Polytechnics in Indonesia (Dewi et al, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…Furthermore, the rotation model is divided into 4, namely the station-rotation model, labrotation model, flipped-classroom model and individual-rotation model (Ayob et al, 2020). The use of the rotation model has been widely used and has been proven to be effective in learning (Govindaraj & Silverajah, 2017); Ayob et al, 2020). In Indonesia, the rotation model of blended learning has been implemented often to improve the learning process (Ridwan et al, 2020), to improve student learning's outcomes (Rafiola et al, 2020), to improve students' intrapersonal intelligence (Ambarli et al, 2020), and to improve students' high level thinking skills (Christina et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Blended Learning Station-Rotation Model: Does it Impact on Preservice Teachers' Scientific Literacy?

Hadiprayitno

Kusmiyati

Lestari

et al. 2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to test the effectiveness of the blended learning rotation model to improve the scientific literacy skill of prospective teacher students. The design of this study used the Posttest-only design with nonequivalent groups. The research subjects were 76 students majoring in biology education at Universitas Mataram. The research was done to two experimental groups, namely the blended learning station rotation model (BLSRM) and regular learning (RL). The research instrument used a multiple-choice test which refers to the aspects of scientific literacy competence according to PISA. The data analysis technique was carried out descriptively, complete with the Hotelling's T2 test to test the effect of BLSRM on students' scientific literacy skills. The results showed that students' scientific literacy skills were in the very low category (mean BLSRM = 38.50, RL = 34.22) and there was no effect of BLSRM on students' scientific literacy skills (Hotteling Trace = .098 and Sig. = .080). To improve students' scientific literacy skills, BLSRM needs to be combined with other models such as problem-solving model, so it can be an effective strategy in science learning

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“…Essa metodologia ativa de sala de aula invertida, pode envolver muitas técnicas a fim de apoiar o processo de aprendizado e a construção de conhecimento do aluno. Um exemplo disso é (Govindaraj & Silverajah, 2017;Gibbons, 2013), onde os métodos foram utilizados em conjunto com técnicas de rotação de estados e técnicas baseadas em Game Design, respectivamente. Há ainda (Latulipe, Long, & Seminario, 2015), que uniu sala de aula invertida a aplicação de técnicas de gamification e de trabalho em grupo para engajar e melhorar o desempenho dos alunos na disciplina CS1.…”

Section: Trabalhos Relacionadosunclassified

Sala de aula 4.0 - Uma proposta de ensino remoto baseado em sala de aula invertida, gamification e PBL

Oliveira

Lima

Carvalho

et al. 2020

RBIE

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Os crescentes avanços tecnológicos e o fácil acesso a novas tecnologias levaram a mudanças significativas na socie- dade as quais agora se refletem na educação. Com o objetivo de melhorar o processo de aprendizagem contribuindo com o aprimoramento das metodologias de ensino, este artigo apresenta o uso de técnicas de sala de aula invertida, aprendizagem baseada em problemas, trabalho em grupo e gamification em um curso de Inteligência Artificial. A metodologia apresentada aqui foi alcançada através experimentações e mudanças incrementais definidas a partir das opiniões dos alunos e dos resultados produzidos por eles. Uma quarta abordagem é sugerida para atender a demanda por aulas remotas durante o período de pandemia do COVID-19. Essa proposta foi constituída a partir das experiências obtidas nas abordagens anteriores. Os resultados preliminares mostraram uma melhora nas notas dos alunos, além de estimular o pensamento crítico e o uso de conceitos teóricos na resolução de problemas práti- cos durante as aulas, melhorando o uso de pensamentos de primeira ordem, conforme definido pela Taxonomia de Bloom. Os resultados são encorajadores e nos permitiram refletir como a nova geração de alunos está aprendendo e as melhores práticas para construir conhecimento em sala de aula.

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Blending Flipped Classroom and Station Rotation Models in Enhancing Students' Learning of Physics

Cited by 17 publications

References 9 publications

The blended learning with Whatsapp media on Mathematics creative thinking skills and math anxiety

The blended learning with Whatsapp media on Mathematics creative thinking skills and math anxiety

Blended Learning Station-Rotation Model: Does it Impact on Preservice Teachers' Scientific Literacy?

Sala de aula 4.0 - Uma proposta de ensino remoto baseado em sala de aula invertida, gamification e PBL

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