The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ‘TES BlendSpace’ to promote students’ self-directed learning in EFL flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students’ self-directed learning abilities. The observation of students’ learning activities on the TES BlendSpace was also recorded to support the interview data. The LMS was adopted to distribute and receive information. Thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate the learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES BlendSpace is recommended to be performed in teaching EFL for higher education in Indonesia. It offers students’ occasion to practice and enhances their listening, writing, reading and vocabulary skills in and out-of-class times. It also prepares students to get ready for classroom activities in terms of conversations and speaking skills. The further use of the LMSs should become often-visited sites by students for learning activities and replacing other non-educational favorite websites. The finding of this study indicates that the students’ online culture was predominantly formed by the interesting contents posting on the LMS, especially the video lectures and an easy way to use. Additionally, instructors should develop activities in and around the LMS with a number of benefits and rewards. Hence, the students will be motivated to log in the LMS for learning purposes.

<p>As an agricultural country, attention to the welfare of farmers in Indonesia is considered very strategic. One of the measuring tools for farmers’ welfare that is used today is Farmer’s Exchange Rate (FER). This study aims to examine and explore some of the problems with the exchange rate experienced by farmers, including; Farmer’s Exchange Rate (FER) in identifying the welfare of farmers, determining the increase and decrease of Farmer Exchange Rate (FER) in Indonesia; and the potential of Islamic financing in providing solutions for the welfare of farmers. The results show that the increase in FER is not always good. Determination of the increase and decrease rice farmers’ exchange rates are productivity, grain prices, prices of consumer goods, and prices of fertilizers, the exchange rate of farmers on food and nonfood consumption, and production costs. Shariah schemes can be used as a new alternative to help the interest-free and profit-sharing agricultural sector.</p><p>Sebagai negara agraris perhatian terhadap kesejahteraan petani di Indonesia dinilai sangat strategis. Salah satu alat ukur kesejahteraan petani yang digunakan saat ini adalah Nilai Tukar Petani (NTP). Penelitian ini bertujuan untuk mengkaji dan menggali beberapa permasalahan terhadap nilai tukar yang dialami petani, antara lain; Nilai Tukar Petani (NTP) dalam mengindentifikasi kesejahteraan petani, penentu peningkatan dan penurunan Nilai Tukar Petani (NTP) pangan di Indonesia; dan potensi pembiayaan syariah dalam memberikan solusi untuk mensejahterakan petani. Hasil penelitian menunjukkan bahwa Kenaikan NTP tidak selalu baik. Penentu terjadinya kenaikan dan penurunan nilai tukar petani padi adalah produktivitas, harga gabah, harga barang konsumsi, dan harga pupuk, nilai tukar petani terhadap konsumsi makanan dan nonmakanan, serta biaya produksi. Skim syariah dapat dijadikan alternatif baru untuk membantu sektor pertanian yang bebas bunga dan berdasarkan bagi hasil.</p>

Purpose This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018. Design/methodology/approach The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges. Findings The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time. Originality/value The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards.

Purpose This study aims to present research evidence on the relevance of online gamification flip learning as a pedagogical instruction in promoting learning engagement when college students are impacted by the coronavirus pandemic. In this study, a gamified formative assessment was used to examine learner engagement and to evaluate the effectiveness of gamification within a synchronous online flipped instruction. Design/methodology/approach A multiphase mixed methods research design was used for this study. The evaluation relied on triangulated evidence gathered through questionnaire surveys and semi-structured interviews administered at an Indonesian college setting. Findings Based on the findings, gamified learning and formative assessments that adopt online flipped approaches have shown a positive bearing on learner engagement, despite the challenges learners face while harrowing through times of calamity. The results of this study provide prima facie support for the claim that the use of interactive gamified e-quizzes proves to be an innovative means of stimulating student engagement during the online class. Originality/value The results further suggest that a learning framework that incorporates both online flipped and gamification techniques provide the stimulus that is likely to forge an emotional connection that can inspire learner engagement, much needed when learners rally through calamitous events. This study has established evidential links between gamification and flipped classroom instructional delivery, particularly for online class settings. It is well-anticipated that gamification flip learning can continue to be implemented either in online, blended or face-to-face class instruction and particularly after the time of the pandemic.

This study aims to implement an innovative and fun learning strategy, namely a formative evaluation based on the game "Kahoot and Quizizz" to increase student learning motivation during the Covid-19 pandemic period. The study was conducted for Islamic Economics courses at Sekolah Tinggi Ilmu Ekonomi Lhokseumawe. Mixed-method research was employed in collecting data on students during the teaching-learning process for one semester. Quantitative data were obtained and analyzed from students' tests or formative evaluations and through questionnaires. Meanwhile, the qualitative data were obtained from personal in-depth interviews with several students from the experimental class. The results of this study indicate that the employment of the Kahoot and Quizizz game platforms has a positive impact on student achievement and motivation. This can be recognized from the results of the formative assessment data analysis and the responses from the questionnaire. The qualitative data also confers a positive value from the use of the Kahoot and Quizizz game applications. Four positive values emerged from the results of interviews with students regarding the application of these two applications, namely: fun, nothing boring, innovative assessment methods, and active classes.