Designing a Learning Model with a Contextual Teaching Learning Approach Based on the Flipped Classroom to Improve Science Understanding

Abstract

This research aims to describe a learning model design with a Contextual Teaching Learning (CTL) approach based on the Flipped Classroom to increase the understanding of science concepts. The research is categorized as qualitative research with descriptive analysis. Data were obtained from literature studies, documentation, and expert opinions related to the design of learning models. Several theories that support the design of learning models with a CTL approach based on the Flipped Classroom to improve understanding of science concepts were studied. The result of this research is a learning model design named Contextual Flipped Group Classroom (CFGC), which has the syntax of Networked Learning, Active Inquiry, Student Empowerment, Reflective Practice, and Authentic Assessment.