Development of Flipped Classroom Learning Combined with Google Classroom and Video Conference to Improve Students’ Learning Independent and Mathematics Learning Outcomes

Abstract

The problem of this research arises from learning independent is a crucial part needed in learning which then gives certain influence toward learning outcome; hence a right strategy is needed to gain it. This study was developmental study toward flipped classroom learning aiming at: analyzing the validity, practicality and the effectiveness of flipped classroom learning combined with google classroom and video conference. This study was based on ADDIE model. In accordance to the subject of this study, there were three experts in developing learning administrations and two experts in developing learning media in validating stage and 32 students from Junior High School in implementing stage. The results of this research in terms of quantitative findings revealed that the validity of learning administration was worth to be implemented with validity average of lesson plan was around 88,10%, teaching materials was around 90,00%, evaluation instrument was 90,48% and learning media was 90,00 % and those result was categorized into very worth-implementing. The practicality of flipped classroom seen from the questionnaire result showed that students’ respond gained 3,22 which could be categorized into high category, and teachers’ respond was at 3,70 which can be categorized into very high category. In term of learning independent, an improvement was also found, where before learning an average of 2.49 with the low category, and after learning 2.90 with the high category. The result of gain-analysis showed that the gained score reached 0,44 which could be categorized into medium. This result could be categorized into quite effective in improving the students’ math learning outcome. Based on the result gained during the data analysis, it could be concluded that flipped classroom combined with google classroom and video conference was effective in improving students’ learning independent and mathematics learning outcomes.

Determinants of Behavioral Intention and Use of Interactive Whiteboard by K-12 Teachers in Remote and Rural Areas

“…The University of Virginia Center for Teacher Education and Technology also found that the learning media based on technology helped in maintaining the coherence, reduction, and elevation of thinking, stress, and confidence, respectively (Juersivich et al, 2009). learning media based on technology also improved students' creativity, understanding, and mastery of teaching content (Sautière et al, 2019;Desania et al, 2020;Chen et al, 2021;Suryawan et al, 2021). In addition, a good visual presentation effect on IWB effectively improved students' cognition and understanding of teaching content in the learning process (Morgan, 2010).…”

The Effect of Flipped Classroom Based on Disaster Map Visualization in Disaster Mitigation Learning on Students’ Self-Efficacy and Critical Thinking Skills

“…Learning activities carried out by students at home, in this case, are watching videos and reading disaster mitigation materials, followed by doing assignments. Suryawan et al (2021) stated that activities at home cause students to form independent learning concepts with their own time. Through disaster mitigation videos, students analyze and examine disasters that occur so that students master the material better.…”

“…Flipped classroom creates a learning environment that is technology-driven and student-centered at the same time (Leanna & Petra, 2021;Wikanda et al, 2021), thereby encouraging learning and practice according to individual pace and schedule (Cheng et al, 2017). In addition, this learning will also encourage students to watch videos, read materials, and do assignments according to their own time by forming the concept of learning done at home (Suryawan et al, 2021).…”

Learning Media Innovation: Lift the Flap Book Digital in Increasing Interest in Learning Science for Third-Grade Elementary School Students

“…The teacher in learning media can cause a student's interest in the learning process. The learning media used by the teacher is not only integrated but can also increase students' interest in learning to be able to learn more about the themes or topics discussed in the media (Kristanto et al, 2021;Sukendar et al, 2018;Suryawan et al, 2021). If students have a high interest in learning, it will produce significant learning achievements (Awe & Benge, 2017;Fauziah et al, 2017;Ricardo & Meilani, 2017).…”