Flipping the Technical and Vocational Classroom for Increased Instructional Outcomes

Abstract

Higher learning institutions are under immense pressure to evolve within the realms of the fourth industrial revolution. Training institutions are anticipated to minimize learning costs in the face of increasing enrolments. The flipped classroom model is a suitable instructional pedagogy to achieve institutional goals considering the current ubiquitousness of information and communication technology. The systematic review was aimed at summarizing and identifying research gaps that help inform future research trajectories. The 3-step review process was composed of articles searching and retrieval, filtering and sorting, and final inclusion. Identified empirical articles were; i.) Retrieved and summarized on the basis of tittles, abstracts, methods and basic findings, ii.) Filtered and sorted on the basis of study discipline, and iii.) Synthesized on the basis of basic findings. It was found that the flipped classroom improved academic performance to a limited extent. Most articles unanimously concurred that the flipped classroom model makes learning enjoyable and enables the development of lower order cognitive skills outside class and higher order cognitive skills through F2F (face to face) active learning. The success of the model in higher education is hinged on excellent planning, implementation and evaluation.

Implementation of Flipped Classroom Model in Vocational High School: A Systematic Literature Review

“…Students facilitated to actively engage in the activities during the in-class time and get more time to interact with teachers and students. This finding relevant to Karabulut-Ilgu et al (2018) and (Mupita et al, 2020).…”

Model Multilidi sebagai Penguatan Profil Pelajar Pancasila

“…Model flipped classroom berbeda dengan model berbasis ceramah tradisional, pada model ini peserta didik pertama kali dihadapkan pada materi pembelajaran di luar kelas, dimana peserta didik mempelajari materi berupa video, simulasi, podcast, slide PowerPoint, dan masih banyak lagi materi pembelajaran berbantuan teknologi (Mupita et al, 2020). Flipped classroom mengembangkan konsep ruang kelas diubah menjadi tempat untuk memecahkan masalah, dimana peserta didik berpartisipasi dalam pembelajaran kolaboratif, tugas-tugas yang tadinya diselesaikan di dalam kelas kini diselesaikan di luar kelas, begitu pula sebaliknya sehingga memungkinkan lebih banyak waktu di kelas dihabiskan untuk kegiatan pembelajaran aktif dan diskusi konsep secara mendalam (Gustian et al, 2023).…”

Urgensi Kurikulum Merdeka dalam Pembelajaran Sosiologi pada Pendidikan Abad 21

“…Dengan hal itu siswa menjadi lebih aktif dalam belajar karena siswa lebih berperan dalam proses pembelajaran. Menurut (Mupita et al, 2020) model pembelajaran flipped classroom ini bisa mengembangkan dan meningkatkan keterampilan kognitif siswa. Hal ini dikarenakan siswa harus mengeksplor dan memahami sendiri materi pembelajarannya dan dikaitkan dengan kehidupan yang ada dalam masyarakat.…”