Critical Review on Flipped Classroom Model Versus Traditional Lecture Method

Saira, .; Ajmal, Fouzia; Hafeez, Muhammad

doi:10.18488/journal.61.2021.91.128.140

Cited by 16 publications

(9 citation statements)

References 27 publications

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“…Regarding academic performance on English writing in the research, flipped classroom can increase students' writing even though with slightly change. The exploration on the effective work of FC is still need to do as previous research suggested (Erbil, 2020;Rasheed et al, 2020;Saira et al, 2021;Turan & Akdag-Cimen, 2020). Flipped classroom can ease the teaching of writing if it is wellexplored.…”

Section: Discussionmentioning

confidence: 99%

Students’ Cognitive Engagement and Academic Performance in A Flipped Classroom Model in Outstanding Class Program

Ammade

Rahman

Nurhasanah

2023

JINoP

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Technology integration has begun to stir the education world particularly when COVID-19 hits the world. One of the popular learning modes during this unstable situation is flipped classroom in which class material is sent earlier to students via communication tools like WhatsApp or Telegram and will be discussed more in an online or offline class meeting. However, the implementation of this learning mode still lacks of research in terms of cognitive engagement and academic performance. In light of this issue, this study aims to research deeply the impact of the flipped classroom on students’ cognitive engagement and their academic performance in learning English particularly writing descriptive text in an outstanding class program. The subject in this research was 18 students of an outstanding class program in a private school in eastern region of Indonesia. Students learning results, observation and questionnaire were used to gather the data needed and then analyzed quantitatively. The findings showed students’ cognitive engagement needs to be encouraged to make them more active and enthusiastic to participate in the learning process. Whilst, the learning result revealed a slight improvement. In conclusion, flipped classroom in an outstanding class program may work well if it is implemented actively by all parties like teachers, students, and parents. We, therefore recommended doing further research on the issue of flipped classroom and learning achievement to enrich the world of education research.

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Section: Discussionmentioning

confidence: 99%

Students’ Cognitive Engagement and Academic Performance in A Flipped Classroom Model in Outstanding Class Program

Ammade

Rahman

Nurhasanah

2023

JINoP

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“…The flipped classroom is an example of the blended learning approach. In a flipped classroom model, traditional lecture and homework elements are reversed (Yavuz & Ozdemir, 2019;Ajmal & Hafeez, 2021). Students engage with prerecorded video lectures or online resources at home, and class time is dedicated to hands-on activities, discussions, and problem-solving.…”

Section: The Types Of Blended Learning In Stem Educationmentioning

confidence: 99%

The Effectiveness of Blended Learning on STEM Achievement of Secondary School Students

Almarzuqi,

Mat

2024

IJARBSS

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This concept paper explores the potential of blended learning as a transformative approach to enhance STEM (Science, Technology, Engineering, and Mathematics) education in secondary schools. Blended learning, integrating online digital resources with traditional classroom instruction, promises to revolutionize the educational landscape. The concept is grounded in the premise that this hybrid model can address diverse learning styles, foster a deeper understanding of complex subjects, and cater to individual student needs more effectively than conventional methods. The paper proposes a comprehensive framework to examine how blended learning impacts student engagement, comprehension, and achievement in STEM subjects. It advocates for a balanced integration of digital tools and face-to-face interaction, emphasizing personalized learning paths, interactive content, and collaborative project-based activities. The paper also delves into the challenges and considerations of implementing blended learning, such as technological accessibility, teacher training, and curriculum design. By providing a theoretical and practical overview, this concept paper aims to guide educators, administrators, and policymakers in developing and implementing effective blended learning strategies to enhance STEM education, thereby preparing students for the demands of the 21st-century workforce. The envisioned outcome is a more engaging, relevant, and effective STEM education that not only improves academic performance but also ignites a lasting interest in these crucial fields.

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“…Hasil validasi menunjukkan bahwa bahan ajar yang dikembangkan dapat dipergunakan dengan mudah oleh peserta didik kelas tujuh. Para validator memberikan penilaian sangat baik yang menunjukkan bahwa bahan ajar tersebut mudah dipergunakan oleh siswa, hal ini disebabkan karena bahan ajar tersebut menggunakan kearifan lokal dan potensi lokal yang telah dikenal, diketahui dan ditemui dalam kehidupan sehari-hari siswa (Khusniati, Parmin, and Sudarmin, 2017;Saira, Ajmal, and Hafeez, 2021).…”

Section: Pembahasanunclassified

Pengembangan Bahan Ajar Berbasis Kearifan Lokal Jayapura Untuk Meningkatkan Keterampilan Proses Sains Dan Penguasaan Konsep

Pieter,

Risamasu,

Budiarti

2023

JPF Unimed

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Siswa yang hidup dalam adat dan budaya yang kental memerlukan bahan ajar yang mampu memediasi peralihan kehidupan dari sains alamiah ke sains ilmiah, sehingga mereka mampu mengikuti pelajaran IPA di sekolah. Tujuan penelitian untuk mengembangkan bahan ajar yang ditemui dalam kearifan lokal masyarakat suku Enggros dan Tobati di Jayapura dan melihat dampaknya terhadap keterampilan proses sains dan penguasaan konsep siswa. Jenis penelitian adalah penelitian dan pengembangan model 4D. Populasi penelitian adalah siswa kelas VII dari empat SMP di Kota Jayapura. Sampel penelitian diambil delapan kelas yaitu empat kelas sebagai kelas eksperimen yang belajar dengan bahan ajar berbasis kearifan lokal Jayapura dan empat kelas sebagai kelas kontrol dengan bahan ajar konvensional, setiap kelas berjumlah 30 orang siswa. Selanjutnya dipergunakan eksperimen semu menggunakan randomized pretest-posttest control group design. Hasil penelitian menunjukkan bahwa bahan ajar yang dikembangkan memberikan dampak positif, dan ditemukan adanya perbedaan yang signifikan terhadap keterampilan proses sains dan penguasaan konsep antara siswa yang belajar dengan bahan ajar yang dikembangkan dan yang belajar dengan bahan ajar konvensional. Bahan ajar yang dikembangkan mampu memediasi peralihan belajar siswa dan mendukung keterampilan proses sains dan penguasaan konsep siswa dalam belajar IPA.

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Critical Review on Flipped Classroom Model Versus Traditional Lecture Method

Cited by 16 publications

References 27 publications

Students’ Cognitive Engagement and Academic Performance in A Flipped Classroom Model in Outstanding Class Program

Students’ Cognitive Engagement and Academic Performance in A Flipped Classroom Model in Outstanding Class Program

The Effectiveness of Blended Learning on STEM Achievement of Secondary School Students

Pengembangan Bahan Ajar Berbasis Kearifan Lokal Jayapura Untuk Meningkatkan Keterampilan Proses Sains Dan Penguasaan Konsep

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