Knowledge, Readiness and Use of Flipped Classroom among Education Geography Student / Pengetahuan, Kesediaan dan Penggunaan Flipped Classroom Dalam Kalangan Pelajar Pendidikan Geografi UPSI

Abstract

This study aimed to identify the learning methods based on the flipped classroom model among UPSI’s Geography students, focusing on the students who have completed university education courses including the courses that implement flipped classroom in line with the 21st Century Approach. A quantitative approach was applied in this study using a questionnaire as a research instrument. The study respondents included 92 samples from a total population of 120 students selected through simple random sampling. The questionnaire items constructed involved three variables, namely knowledge, readiness and usage of flipped classroom. A descriptive analysis was used to examine the level of knowledge, readiness and usage variables. The Pearson correlation analysis was used to examine the relationship of each study variable, and regression analysis was used for the purpose of analyzing the influence and contribution of knowledge and readiness variables on the usage of flipped classroom. The findings of the study showed that the students had a moderate level of flipped classroom knowledge (Mean=2.97, SP=0.18), a moderate level of flipped classroom readiness (Mean=2.83, SP=0.44) and a moderate level of flipped classroom usage (Mean=2.78, SP=0.42). Further, the findings of the Pearson correlation analysis showed that there was a strong and significant positive relationship between flipped classroom knowledge and flipped classroom readiness among the students (r=.508, p<0.01), moderate and significant positive relationship between flipped classroom knowledge towards flipped classroom usage among the students (r=.487, p<0.01) and a strong and significant positive relationship between flipped classroom readiness and flipped classroom usage among the students (r=.509, p<0.01). The regression analysis showed that flipped classroom readiness had given a higher influence and contribution than flipped classroom knowledge among the students. The influence of the contribution of the flipped classroom readiness variable on flipped classroom usage among the students was 25.9 percent with the values of R2=0.329, F=21.862, p<0.05. In conclusion, the prospective UPSI’s Geography educators have not yet mastered the flipped classroom learning strategies. The implications of this implementation of flipped classroom study can be used as a guide and direction for the students in increasing their knowledge and readiness as educators in carrying out a variety of activity usages through access to learning materials, in line with the 21st Century Learning goals.

Quantitative Analysis of Students and Teachers Readiness for Flipped Classroom in Matriculation

“…Readiness refers to teachers' and students' willingness and ability to use the flipped classroom. Previous research on future geography teachers found a high positive correlation between readiness and actual implementation (Mahat et al, 2021). A correlation has also been observed between student and teacher readiness; students are more likely to be prepared when their teachers are (Kazu & Yalcin, 2022).…”

Students’ acceptance of flipped learning through Google application

“…Similarly, Suryawan et al (2021) found that implementing this learning approach also contributed to an enhancement in students' mastery level. In addition, previous research on students' readiness to follow flipped learning found that students are indeed ready to participate in flipped learning (Jiang et al, 2021;Mahat et al 2021;Tomas et al, 2019).…”

Kesediaan Pelajar Sekolah Menengah Terhadap Penggunaan Aplikasi Google Classroom dalam Pembelajaran Norma Baru

“…dalam kelas yang diikuti. Mahat et al (2021) telah menjalankan kajian yang melibatkan pelajar Geografi semester 7 Universiti Pendidikan Sultan Idris, UPSI untuk mengenal pasti tahap pengetahuan, kesediaan dan penggunaan flipped classroom dalam kalangan pelajar. Kaedah pembelajaran Flipped classroom di UPSI digunakan untuk membantu guru dan juga pelajar mempelbagaikan aktiviti melalui akses bahan-bahan pembelajaran seperti nota di laman web, video, kuiz online dan banyak lagi untuk pembelajaran dalam talian.…”

“…Berdasarkan analisis ini, min skor yang paling tinggi adalah pada item 4 iaitu pelajar sedar bahawa Google Classroom merupakan aplikasi yang digunakan untuk pembelajaran dan mempunyai banyak kelebihan. Hasil kajian ini selari dengan kajian Mahat et al (2021) yang menegaskan dalam kalangan pelajar Geografi di Universiti Pendidikan Sultan Idris, penggunaan teknologi seperti nota dalam talian yang digunakan oleh pelajar untuk pembelajaran di rumah merupakan satu norma bagi pelajar semasa pembelajaran secara maya. Chen (2016) juga menyatakan dalam pendekatan pedagogi baharu ini, pelajar perlu menjana pengetahuan baru khususnya dalam bidang teknologi bukan sahaja perlu memahami kandungan mata pelajaran.…”