Implementation of Flipped Classroom on Experiences in Online Learning During Pandemic Covid-19 for a Project-Base Vocational Learning Guide

Abstract

Online learning practices during the Covid-19 pandemic were completely carried out without being accompanied by face-to-face activities. This condition forces lecturers and students to adapt to new learning approaches by implementing online learning (e-learning). The research aims to develop a practical framework for Blended Learning (BL) implementation from best-practices and the concept of the flipped classroom (FC). The research method used is the ADDIE method (analysis, design, development, implementation, and evaluation). The research stage began with a survey of online learning service experiences had been using various online learning tools. The results of the inventory of best practices in online learning were used to compile the BL framework and integrate it with the FC framework as an alternative to vocational learning scenarios. The scenario of the BL framework was validated by the FGD technique. A vocational learning scenario called flipped training (FT) is applied in Online Classroom Management Training activities. The principle of implementing FT in online vocational learning begins with implementing project-based learning packaged in worksheets, class projects are presented in the LMS room and guided by video tutorials. After asynchronous delivery of project content, virtual face-to-face activities are carried out for confirmation and discussion of project execution preparation. At the end of the virtual face-to-face session, class participants were tested cognitively to ensure readiness for project execution. Production results are presented in video format, evaluated, and assessed on a rubric basis.

Online Flipped Classroom of Instruction on Efl Students’ Reading Comprehension During Covid-19

“…The OFC model provides students with more time for interaction, learning, assessment, and exploration. This allows them to achieve their goals more effectively (Divjak et al, 2022;Pakpahan, 2020;Sarwa et al, 2021). This is in line with the findings of Hung (2022a), who found OFC actually has a positive impact on students' achieve better academic results in English classes.…”

“…This is especially true for students who are struggling with the task. Then Pakpahan (2020), andSarwa et al(2021) affirmed that OFC improved student engagement and reading comprehension skills.…”

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

“…Learners interact, work together, and exchange thoughts with other learners during learning. According to Campillo-Ferrer and Miralles-Martínez [30], participant education could interact not only with the teacher they however with participant educate other (peers to peers) moment discussion groups online. Interaction with other students become a way for educate to manage their knowledge of the content of the material lesson.…”

The effectiveness of virtual class-based e-learning with video-assisted google classroom as a physics learning media (2016-2020)

“…Distance learning with Google Classroom provides learning materials that are designed in such a way that it is easier for students to understand them (Gupta & Pathania, 2021;Rahmad et al, 2019). In addition, the material provided can be in the form of videos that can be played back when there is material that is not understood to improve student learning outcomes (Sarwa et al, 2021;Taufik & Yustina, 2020). Learning using video can increase interest in learning because it has its own charm for students and can explain something abstract to seem real (Handayani & Alperi, 2021), especially in physics subjects which are often considered difficult and less enjoyed by students (Lestari et al, 2020).…”