Implementation of Flipped Classroom Model on Distance Learning on Volta Cell Application Topics

Abstract

This study aims to analyze the implementation of the flipped classroom model in distance learning chemistry in the voltaic cell applications concept. This study used a descriptive method involving 1 teacher and 36 twelfth-grade students. The instrument used was an observation sheet to observe the flipped classroom model's learning process. The results showed that The implementation of the flipped classroom model in chemistry distance learning consists of 3 stages, namely before-class, during-class, and after-class, by combining synchronous and asynchronous activities. Students learn independently through videos with pre-learning questions as guidance in the before-class stage. In the during-class stage, synchronous learning is carried out through zoom meetings to discuss the concept of voltaic cell applications in specific contexts. At the after-class stage, learning is carried out asynchronously by providing a project to design an electrical energy generator that applies to the concept of a voltaic cell. The results showed that the flipped classroom model could be an alternative model for distance learning during the Covid 19 pandemic.

Analysis of Students’ Critical Thinking Skills by Applying Flipped Classroom Learning Model using Powtoon Application on The Topic of Salt Hydrolysis

“…Currently, education is hampered due to the Corona Virus Disease (Covid- 19) that has appeared since 2019 and spread worldwide. It impacts various fields, such as education, that challenge the teacher to present innovative and varied learning [1]. To make distance learning enjoyable and highquality, teachers must pay attention to variations in learning activities when using [3].…”

“…To make distance learning enjoyable and highquality, teachers must pay attention to variations in learning activities when using [3]. This flipped classroom model was initially designed to combine faceto-face and online activities in reverse [1]. The teacher's media were used for online concept delivery activities, and face-to-face activities were filled with application discussion [4].…”

“…The teacher's media were used for online concept delivery activities, and face-to-face activities were filled with application discussion [4]. the term "inverting the classroom", was introduced in 2000 with the same concept as the flipped classroom [1].…”