Pengembangan Media Blended Learning Dengan Model Flipped Classroom Pada Mata Kuliah Pendidikan Matematika Ii

Prayitno, Edi; Masduki, Lusi Rachmiazasi

doi:10.26877/jipmat.v1i2.1238

Cited by 10 publications

(10 citation statements)

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“…Sebelum penerapan PJJ, hasil penelitian telah diperoleh mengenai dampak positif e-modul dalam kelas FC seperti Rokhmania & Kustijono (2017). Pengembangan pembelajaran FC oleh Prayitno & Masduki (2017) salah satunya menggunakan e-modul didalamnya dinilai layak bagi mahasiswa dan dosen. Bantuan software Flip Pdf Professional dan Sigil bisa digunakan untuk mempersiapkan e-modul (Hal, Masta, Lumbantobing, Guswantoro, & Daniaty, 2020;Nisa, Wahyu, & Putra, 2020).…”

Section: Pembahasanunclassified

Pembelajaran Daring Menggunakan E-Modul pada Flipped Classroom Statistika untuk Meningkatkan Kemampuan Bernalar dan Intensi Berwirausaha

Pinontoan

Walean

Lengkong

2021

JINOTEP

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Pandemi Covid-19 telah mendorong penerapan pembelajaran jarak jauh. Penelitian ini menerapkan flipped classroom pada pembelajaran daring mata kuliah statistika untuk menyelidiki pengaruhnya terhadap kemampuan bernalar dan intensi berwirausaha mahasiswa. Sesi tatap muka flipped classroom dilakukan secara daring dan sesi luar kelas menggunakan e-modul. Penelitian ini berbentuk eksperimen kepada 56 sampel mahasiswa kelas statistika yang dipilih secara acak di Fakultas Sains dan Teknologi Universitas Prisma. Instrumen menggunakan tes tertulis untuk mengukur kemampuan bernalar dan kuesioner untuk mengukur intensi berwirausaha. Uji statistik t dua sampel dan uji t berpasangan digunakan dalam penelitian ini. Hasil penelitian menunjukkan ada pengaruh positif penerapan flipped classroom dengan dukungan e-modul pada pembelajaran daring statistika terhadap kemampuan bernalar dan intensi berwirausaha mahasiswa.

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Section: Pembahasanunclassified

Pembelajaran Daring Menggunakan E-Modul pada Flipped Classroom Statistika untuk Meningkatkan Kemampuan Bernalar dan Intensi Berwirausaha

Pinontoan

Walean

Lengkong

2021

JINOTEP

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“…(2) Participation, meaning that all students can participate in the learning process because they can arrange the time and place to participate. (3) Learning has more time so that it can be more careful in arguing and reflecting more on its views and opinions (Prayitno & Masduki, 2017). Blended learning can show better differences in terms of motivation, interest, and student learning outcomes compared to other methods, especially methods indirect learning (Usman, 2018).…”

Section: A Introductionmentioning

confidence: 99%

Feasibility Test of Learning Media with Blended Learning Model and Augmented Reality-Assisted MOOCs

Risdianto¹,

Wachidi²,

Riyanto³

et al. 2022

jip

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This study aimed at testing the feasibility of Learning Media with Blended Learning Model and Augmented Reality-assisted MOOCs. The research was conducted at Bengkulu University in 2020. The research instrument consisted of a questionnaire to test the validity of the material, a questionnaire to test the validity of the blended learning model, and a questionnaire to test the validity of augmented reality-assisted MOOCs used in learning media. Each of the three questionnaires was filled out by 3 validators. The results of this study indicated that the 3 instruments used were valid. This was evidenced by the results of the validity calculation which states that all questions are valid and no questions are issued. The results of this study showed that the learning media developed was feasible to use both in terms of material, blended learning model design, and in terms of the augmented reality-assisted MOOCs used.

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“…Research on the development of learning tools using Flipped Classroom and its effect on students' mathematical abilities has been carried out by researchers, such as the research conducted by Prayitno and Masduki (2016) focusing on the development of blended learning media with the flipped classroom model in mathematics education courses. In the research, learning media were produced in the form of learning videos, quizzes, e-modules, and learning videos suitable for students based on expert tests, and students could use these media as a supplement to lecture materials.…”

Section: Introductionmentioning

confidence: 99%

“Flipped Classroom Type Peer Instruction-Based Learning” Based on a Website to Improve Student's Problem Solving

Azizah

Fauzan²,

Harisman³

2022

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This study aims to develop learning tools in the form of lesson plans, student worksheets, learning videos, and PPT, based on WEB for first-grade seventh-school material linear equations with flipped classroom-type peer instruction. The development of this WEB-based learning tool uses the Plomp model. The steps for developing web-based learning tools include preliminary needs analysis, curriculum analysis, concept analysis, student analysis, and literature analysis. Then product development and assessment. This research was carried out during the product development stage based on needs analysis, curriculum analysis, concept analysis, student analysis, and literature analysis and then self-evaluated. The preliminary analysis obtained information that teachers need learning tools that can help students improve problem-solving skills, students need engaging learning media, students are interested in using learning media using videos with a period of 10-15 minutes, and PPT, accessed in the WEB. Then the product is compiled and evaluated on its own, related to the apparent error in using it. Based on the preliminary analysis, learning lessons, student worksheets, learning videos, PPT based on WEB and self-evaluation have been produced, which can then be validated by experts.

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Pengembangan Media Blended Learning Dengan Model Flipped Classroom Pada Mata Kuliah Pendidikan Matematika Ii

Cited by 10 publications

References 0 publications

Pembelajaran Daring Menggunakan E-Modul pada Flipped Classroom Statistika untuk Meningkatkan Kemampuan Bernalar dan Intensi Berwirausaha

Pembelajaran Daring Menggunakan E-Modul pada Flipped Classroom Statistika untuk Meningkatkan Kemampuan Bernalar dan Intensi Berwirausaha

Feasibility Test of Learning Media with Blended Learning Model and Augmented Reality-Assisted MOOCs

“Flipped Classroom Type Peer Instruction-Based Learning” Based on a Website to Improve Student's Problem Solving

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