Contextual-based learning video and the flipped classroom’s impact on distance education in Covid-19

Abstract

This study aims to determine the effectiveness of the flipped classroom model using a video based on contextual learning in distance learning in senior high school. The research has carried out at Public School in Jakarta with 36 participants. This study uses qualitative methods with data collection techniques used are interviews, observations, reflective journals, and open-response questionnaires on the effectiveness of the flipped classroom model. The learning process was using a buffer solution video based on contextual learning with a flipped classroom model consisting of three stages, namely learning activities before classes, learning activities during classes, and learning activities after classes. There are four indicators of the effectiveness of the flipped classroom model analyzed, including indicators of student involvement, indicators of understanding the content of the subject matter, indicators of working on tests, and indicators of students’ perceptions of teaching with the flipped classroom model. The finding of this research concluded that the flipped classroom model using a video buffer solution based on contextual learning is effective for use during distance learning in high school because of the achievement of all competencies in each indicator of the effectiveness of the flipped classroom model.