Synchronous and Asynchronous With Flipped Learning Environment in Primary School

Abstract

The challenges of learning during the pandemic are currently a big task for the world of education. The unpreparedness of school institutions, students, and parents in facing changes in the distance learning system has an impact on the implementation of learning during the COVID-19 pandemic. For this reason, it is necessary to have a learning solution that can answer the challenges of learning using digital-based learning. This research aims to develop a model of the reverse learning environment. This development research examines various aspects of the needs of the student learning environment during the COVID-19 pandemic. The subjects of this study were school principals, deputy principals, and elementary school teachers who have implemented the 2013 Curriculum. The results of this study show that the synchronous and asynchronous framework with the reverse learning environment approach is proven valid and feasible applied to learning COVID-19. The findings synchronous, and asynchronous that are implemented efficiently by the teacher, and applications will continue to be developed

Hothousing: Utilising industry collaborative problem solving practices for STEAM in schools

“…Clearly, there is an important role of the teacher as facilitator to prepare the students for the experience and to step in if/when problems occur. However, the response of both students and teachers suggests that the 'less structure the better' works within a safe, trusting environment, less than that suggested by NESTA (Luckin et al, 2017) or the Education Endowment Foundation (EEF) (2019) Toolkit on Collaborative learning, and more in line with Flipped Classroom (Hwang et al, 2015), Flipped Learning (Association of Flipped Learning Network, 2014) and on-line synchronous and asynchronous flipped learning (Rindaningsih, Findawati, Hastuti & Fahyuni, 2021).…”

Factors Affecting Students’ Satisfaction and Academic Performance in Open & Distance Learning (ODL)

“…On the contrary, rather than motivation, commitment to academic activities (Wang & Degol, 2016) has a significant effect on academic performance. Students will be able to focus on what they have learned since ODL provides a flexible teaching and learning environment through asynchronous sessions using video, leaflets, articles, and PowerPoint presentations utilising the Learning Management System (LMS) (Rindaningsih et al, 2021). Furthermore, using video for learning purposes led to positive emotional engagement (Kort & Reilly, 2002) and a pleasant learning environment (Strobel & Van Barneveld, 2009), which was helpful to their motivation to study, learning process, and outcome (Meyer & Tuner, 2002).…”

Pengembangan Metode Flipped Classroom dalam Pendidikan Agama Islam: Solusi Pembelajaran di Masa Pandemi Covid-19

“…Penggunaan metode ini menghadirkan lingkungan belajar baru, dimana peserta didik akan dibebankan dengan tanggung jawab dalam mempesiapkan pembelajaran di kelas. Sebagai solusinya, pendidik dapat mempertimbangkan penerapan metode ini secara bertahap (Smith, 2017) (Rindaningsih et al, 2021) bahwa persentase kinerja pendidik lebih tinggi ketika pembelajaran dilakukan secara tatap muka, hal ini dikarenakan pendidik belum terbiasa dengan penggunaan teknologi. Hasil penelitian (Supriatna, 2021) bahwa pendidik harus mempu menyiapkan video pembelajaran yang berkualitas, tidak terlalu panjang dan tidak terlalu pendek sehingga tetap menarik perhatian peserta didik, pendidik juga disarankan untuk menggunakan media dan alat yang lebih variatif untuk membantu peserta didik memperoleh umpan balik ketika pembelaharan di luar kelas.…”