The Flipped-Blended Model for STEM Education to  Improve Students' Performances

Wibawa, Basuki; Kardipah, Seipah

doi:10.14419/ijet.v7i2.29.14298

Cited by 11 publications

(8 citation statements)

References 6 publications

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“…Considering the findings of this research, it suggests to examine the effectiveness of the implementation of STEM integration in chemistry teaching with a deep analysis. The survey could be conducted in the term on how the in-service chemistry teachers integrate STEM using varied pedagogies such as project-based learning [17,36]; problem-based learning [17]; inquiry learning [18] and blended learning [40]. The blended learning became a considerable choice since it could develop students' self-efficacy [41] and students' selfregulated learning [42,43].…”

Section: Resultsmentioning

confidence: 99%

“…For future studies, it is suggested to use blended learning mode in delivering chemistry content knowledge using STSE approach because the presence of online learning in this mode gives significant effects on students' self-efficacy as the part of motivation expectancy value [44] and students' self-regulated learning [43]. Moreover, the addition of computer assisted instruction could be employ because it enables in improving students' performance and motivation in the certain subject [18] such as through flipped class room [40]. Thus, the effectiveness of collaborative learning based STSE in comprehensive result will be reveal.…”

Section: Resultsmentioning

confidence: 99%

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In-Service Chemistry Teachers’ Prior Knowledge Regarding STEM Integration in High School Chemistry Learning

Fitriyana¹,

Wiyarsi²,

Pratomo³

et al. 2021

Advances in Social Science, Education and Humanities Research

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A good knowledge about Science, Technology, Engineering, and Mathematics (STEM) integration is essential for chemistry teachers before they are implementing a successful chemistry learning using STEM approach. This paper reported in-service chemistry teachers' prior knowledge in integrating STEM in high school chemistry learning. A descriptive study was adopted in this research. A number of 82 in-service chemistry teachers who teach in senior high schools in Yogyakarta were established as the research sample. Research sample was drawn from Sleman and Bantul Regency, Yogyakarta, Indonesia through saturated sampling. The initial knowledge about STEM of in-service chemistry teachers were captured using STEM Knowledge Questionnaire (STEM-KQ) consisting of 7 open-ended questions. The in-service chemistry teachers' response toward this STEM-KQ were analysed following qualitative descriptive method using content analysis with interpretative coding. The findings of this study revealed that in-service chemistry teachers have understand the basic concept of STEM, still it needs to be enhanced. Most of in-service chemistry teachers have known the definition and position of STEM. However, they still have a lack knowledge about the example of STEM implementation in the chemistry lesson. Therefore, the in-service chemistry teachers need to follow workshop that provide guidance on how to implement STEM approach in chemistry learning. Thus, through this activity, the in-service chemistry teachers develop their skills in preparing STEM learning that implied on their readiness in integrating STEM in the chemistry learning activities.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

In-Service Chemistry Teachers’ Prior Knowledge Regarding STEM Integration in High School Chemistry Learning

Fitriyana¹,

Wiyarsi²,

Pratomo³

et al. 2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

show abstract

“…Flipped teaching is particularly beneficial in STEM teaching since it provides more in-depth learning of content ( 13 ). The COVID-19 pandemic presented a challenge in the continuation of flipped teaching in its original form due to the necessity of transitioning to online teaching.…”

Section: Introductionmentioning

confidence: 99%

Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic

Beason-Abmayr

Caprette

Gopalan

2021

Advances in Physiology Education

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Due to the COVID-19 pandemic, Rice University canceled classes for the week of March 9–13, 2020 and shifted all instruction to online only following spring break. For the second half of the semester, animal physiology was taught exclusively over Zoom. Here we describe how a flipped teaching format that was used before the pandemic eased the transition from face-to-face teaching to online instruction. The preclass preparation resources and the active learning materials that were already in place for flipped teaching were helpful in the transition to solely online teaching. Therefore, the focus during the transition was to reconfigure active learning and examinations from the face-to-face format to the online platform. Instead of small group discussions in the classroom, teams interacted in Zoom Breakout Rooms. Rather than taking exams in-person during scheduled class time, students submitted exams online. Additionally, students prerecorded their project presentations instead of presenting them “live” during the last week of classes. Overall, students felt that the class smoothly transitioned to a remote only format. These and other changes to the instructional methods will be implemented during the Spring 2021 semester when the course is taught fully online.

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“…The e-learning method has been popular for the past 20 years [1], for not only virtual classes, but also independent courses. The method also allows learning to be conducted in an unlimited space and participants [2,3]. In its development, elearning is commonly combined with a face-to-face interaction [4].…”

Section: Introductionmentioning

confidence: 99%

Creating a Blended Learning Model for Online Learning System in Indonesia

Chaeruman¹,

Wibawa²,

Syahrial³

2018

IJET

Self Cite

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Online system born out of technological advances benefits the world of education. This system utilizes the internet to disseminate information and act as a communication tool. The application of Blended Learning is generally able to improve the result of the learning process by changing learning habits and methods in many countries. By involving 7 e-learning instructors and 235 respondents, a formative research was conducted to investigate the increase in learning characteristics, i.e. innovation, compatibility and complexity to determine the appropriate model for the application of Blended Learning in an online learning system (SPADA) in Indonesia. The result of this research can be used as a guideline in the lesson plan design component, learning experience management and the balance interaction between lecturers and students during the learning process.

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The Flipped-Blended Model for STEM Education to Improve Students' Performances

Cited by 11 publications

References 6 publications

In-Service Chemistry Teachers’ Prior Knowledge Regarding STEM Integration in High School Chemistry Learning

In-Service Chemistry Teachers’ Prior Knowledge Regarding STEM Integration in High School Chemistry Learning

Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic

Creating a Blended Learning Model for Online Learning System in Indonesia

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