Development of Blended Learning Type and Flipped Classroom-Based Cultural Arts Subjects

Nurhayati, Nurhayati; Ampera, Dina; Chalid, Surniati; Farihah, Farihah; Baharuddin, Baharuddin

doi:10.46328/ijemst.1975

Cited by 9 publications

(7 citation statements)

References 4 publications

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“…This research is of the type of development research (RnD) which is oriented towards a product, namely the Wondershare Filmmora application-based learning video media. The development model used in this research is the ADDIE development model (Mohd et al, 2020;Nurhayati et al, 2021). The data collection method used is the observation method, the questionnaire or interview method, the questionnaire method, and the test method.…”

Section: Methodsmentioning

confidence: 99%

Wondershare Filmora-Based Learning Video on Material Body Parts of Plants Class IV Science Learning Content

Rapitasari

Ganing²

2022

JLLS

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The lack of application of Wondershare Filmmora-based learning video media reduces students' understanding of learning concepts in science learning content. This study aimed to develop a learning media in the form of a learning video based on Wondershare Filmmora on the subject matter of plant body parts for class IV SD science learning content. This type of development research uses the ADDIE development model. Data collection methods used are observation, interviews, questionnaires, and tests. The subjects in this study consisted of 1 design expert, 1 content expert, 1 instructional design expert, 1 instructional media expert, 3 individual test subjects, and 9 small group test subjects. The data analysis technique used is a quantitative descriptive technique. The results of learning video media development based on Wondershare Filmmora on science learning content in class IV SD are declared valid. The results of the assessment of engineering experts are very well qualified (90.00%). The content expert's assessment results are very well-equipped (96.00%). The results of the assessment of instructional design experts are well qualified (89.33%). The results of the evaluation of learning media experts are well qualified (89.33%). The results of the individual test assessment are very well qualified (97.33%), and the small group is very well qualified (96.15%). The implications of this research are empirically proven by using Wondershare Filmmora-based instructional video media to increase students' conceptual understanding of the material on plant body parts.

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Section: Methodsmentioning

confidence: 99%

Wondershare Filmora-Based Learning Video on Material Body Parts of Plants Class IV Science Learning Content

Rapitasari

Ganing²

2022

JLLS

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“…Meanwhile, Sailer, M et al [24] proposed a game-based flipped classroom teaching for non-game classroom activities and found that it has positive indirect effects on application knowledge, as well as positive effects on internal motivation and social connection. Nurhayati et al [25] demonstrated that flipped classroom teaching technology can help develop a hybrid learning mode effectively and improve learning outcomes in the study of art culture. Cho, H. J et al [26] analyzed applications of the flipped classroom teaching mode in mechanical engineering and found that this teaching mode has the potential to create an environment for independent learning and offer beneficial learning experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

Influences of Use of Flipped Classroom Models on the Learning Outcomes of Students Majoring in Road and Bridge Engineering Technology

Wang¹,

Wang²

2023

Int. J. Emerg. Technol. Learn.

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Abstract—The new “Internet+” teaching mode during the COVID-19 pandemic has guaranteed the smooth learning progress of university students in China. High-efficiency reconstruction of time and space for knowledge teaching and internalization based on informationalized teaching mean is an important approach to online learning. A flipped classroom is a teaching mode that is formed through bottom-up exploration. Combined with teaching practical situations, the flipped classroom realizes the transformation from the teacher-centered mode to the student-oriented mode successfully and has important value to the teaching of professional core courses, which are difficult to be learned. In this study, 80 freshmen majoring in Road and Bridge Engineering Technology at Yellow River Conservancy Technical Institute in Henan Province of China were selected as research objects, and Road Survey Design and Lofting was chosen as the teaching course. Under these circumstances, a teaching experiment comparison was designed. The experimental group used flipped classroom technology based on Attention, Relevance, Confidence, and Satisfaction (ARCS) motivation model theory, while the control group used the traditional teaching mode. Research results demonstrate that before the experiment, the learning outcomes of two groups in Road Survey Design and Lofting were basically consistent (P=0.908>0.05) without obvious differences. After finishing the experiment, the post-test results of the control group have not improved significantly compared with the pre-test results (P=0.0938>0.05). However, the post-test results of the experimental group have improved significantly compared with the pre-test results (P < 0.001). The average scores of the experimental group are far higher than that of the control group, thus indicating the evident progress of the experimental group. Noticeable differences in the post-test results between the experimental group and the control group are observed (P < 0.001). The research results are of great significance to enriching the teaching mode of core application courses for engineering majors in university, as they provide evidence that the flipped classroom increases the learning interests and motivation of students and demonstrate the teaching effect of flipped classroom technology in universities.

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“…In BL, students try to think more profound about the information from real objects by seeking more information on the internet (Hussein Al Noursi, 2020). The combination of face-to-face learning and ICT-based learning enabled students to get factual and conceptual knowledge equally (Sayed, 2013;Eryilmaz, 2015;Lalima & Dangwal, 2017;Harahap et al, 2019;Pitaloka & Suyanto, 2019;Seraji et al, 2019;Al-Bazar et al, 2021;Nurhayati et al, 2021;Sitthiworachart et al, 2021).…”

Section: Table 6 Box's M Test Of Equality Of Covariance Matricesmentioning

confidence: 99%

Learning Biology Using Real Object, ICT, and Blended Learning to Improve Factual and Conceptual Knowledge

Suyanto

Suratsih²,

Aprilisa³

et al. 2022

JPII

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During the pandemic of COVID-19, online learning was introduced, and the students' achievement decreased. This research aimed to find the effect of the biology learning model by using real objects (RO), ICT, and Blended Learning (BL) on students’ factual and conceptual knowledge. The research design was a quasi-experiment with a pretest and posttest comparison group design. This research was done in two senior high schools. Cluster random sampling was used to choose three groups of RO, ICT, and BL, involving two biology teachers and 139 students. The instrument was mainly tests of factual and conceptual knowledge. The test items were validated by expert judgment and an empirical test. Multivariate analysis was applied to test the difference in the effect of the three learning models. The results indicate that (1) RO gives the highest students’ achievement in factual knowledge, (2) ICT increases students’ conceptual knowledge, and (3) BL improves both factual and conceptual knowledge. Therefore, it is concluded that learning biology should use RO and ICT through BL to improve factual and conceptual knowledge.

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Development of Blended Learning Type and Flipped Classroom-Based Cultural Arts Subjects

Cited by 9 publications

References 4 publications

Wondershare Filmora-Based Learning Video on Material Body Parts of Plants Class IV Science Learning Content

Wondershare Filmora-Based Learning Video on Material Body Parts of Plants Class IV Science Learning Content

Influences of Use of Flipped Classroom Models on the Learning Outcomes of Students Majoring in Road and Bridge Engineering Technology

Learning Biology Using Real Object, ICT, and Blended Learning to Improve Factual and Conceptual Knowledge

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