Implementing the Flipped Classroom Model in the Teaching of History

Latif, Siti Waznah Abdul; Matzin, Rohani; Jawawi, Rosmawijah; Mahadi, Mar Aswandi; Jaidin, Jainatul Halida; Mundia, Lawrence; Shahrill, Masitah

doi:10.11591/edulearn.v11i4.6390

Cited by 12 publications

(8 citation statements)

References 8 publications

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“…Student enjoyment also stemmed from working with peers (Olakanmi, 2017;Wiley, 2015), teaching self and peers (Wiginton, 2014), using online collaborative tools such as Google Classroom (Strydom, 2017) and doing homework at school instead of at home (Smith, 2016). In particular, students enjoyed the freedom of being able to work at their own pace (Sharpe, 2016) and to be able to re-watch videos as often as needed (Abdul et al, 2017). For some students, the approach reduced their anxiety and stress (Carlisle, 2018) and increased their subject enjoyment (e.g., Esperanza, Fabian, & Toto, 2016), with one middle school student stating that "in the flipped classroom, I am different.…”

Section: Affective Engagement and Flipped Learningmentioning

confidence: 99%

“…Limited or no access to devices such as computers and smart phones was mentioned in a number of studies (e.g. Abdul et al, 2017), and internet access is also an issue, with one Year 9 student commenting that "some people don't have Internet and can't always stay after so they get in trouble for not doing their homework" (Snyder et al, 2014, p. 314). It is therefore vital that schools conduct a needs analysis (Education Endowment Foundation, 2018) and that multiple methods to access technology are provided, at school and at home (Collins, 2015;Howell, 2013;Shaffner & Hyland, 2017).…”

Section: Mesosystemmentioning

confidence: 99%

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Facilitating student engagement through the flipped learning approach in K-12: A systematic review

Bond

2020

Computers & Education

241

180

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The flipped learning approach has been growing in popularity in both higher education and K-12, especially for its potential to increase active learning and student engagement. However, further research is needed to understand exactly how the flipped approach enhances student engagement. This narrative systematic review synthesises literature published between 2012-2018, focused on the flipped learning approach in K-12 contexts, and indexed in 7 international databases. 107 articles, book chapters, dissertations, conference papers and grey literature were included for review, and the results are discussed against a bioecological model of student engagement. Studies in this review found the approach to overwhelmingly support student engagement, with 93% of studies citing at least one dimension of behavioural, affective or cognitive engagement, whereas 50% of studies reported facets of disengagement. Collaborative technologies such as Google Docs, Google Classroom and Edmodo were particularly linked to engagement, with videos not created by teachers more likely to lead to disengagement. The results indicate that the majority of research has been undertaken in North American and Asian high schools, heavily focused on student perceptions of flipped learning and achievement within STEM subjects, especially Mathematics, with a slight preference for quantitative methods. Only 12% included a definition of student engagement, and less than half used a theoretical framework. Future empirical research should ensure that all contextual information is included, including year level of student participants, that multiple methods of both quantitative and qualitative data collection are included, and close attention is paid to grounding research in theory. Further research is needed on parent, teacher and school leader perceptions, as well as longitudinal and multiple-class studies.

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Section: Affective Engagement and Flipped Learningmentioning

confidence: 99%

Section: Mesosystemmentioning

confidence: 99%

Facilitating student engagement through the flipped learning approach in K-12: A systematic review

Bond

2020

Computers & Education

241

180

View full text Add to dashboard Cite

show abstract

“…Flipped Classroom is a verbal preparation space as a stimulus to students, more to the preparation of students before entering the classroom and their involvement in the class [20] [21]. Therefore, to support the flipped classroom learning strategy, students are given video learning to be learned before classroom learning takes place.…”

Section: Introductionmentioning

confidence: 99%

The Development of Animation Videos Based Flipped Classroom Learning on Heat and Temperature Topics

Sumarni

Bhakti

Astuti

et al. 2020

IJSME

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The ability to solve physics problems is still relatively low. Students more often directly use mathematical equations without performing concept understanding analysis. Therefore, learning strategies and media are suitable for physics learning. The purpose of this research is to develop interactive animated videos combined with flipped classroom learning models. This research uses Research and Development (R and D) methods, with 4D development models. The average validation test results are 90,91%, with a good category. So, the animation physics video can use in a flipped classroom. This physics animation video makes it easier for students to learn temperature materials and their changes without being limited by space and time. These physics learning animation videos are highly interactive and can explain abstract physics concepts and integrate with flipped classrooms.

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“…This learning model guides students more effectively and actively in the learning process. The previous research stated that the Flipped Classroom learning model was more effective in learning because there was an increase in student test results [23]. It also helped students not to fall behind in subject matter if they were unable to attend the class.…”

Section: Discussionmentioning

confidence: 99%

Flipped Classroom: Edmodo-based Economic Learning

Suranto¹,

Harsono²,

Hapsari³

et al. 2020

ujer

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This study aimed to determine the effectiveness of using Edmodo-based Flipped Classroom learning model in improving student learning outcomes in economic subjects at the high school level. The research method used was quantitative with quasi-experimental research. The research design used pretest-posttest control group design. The population in this study was all students of class X Social Sciences in senior high school at SMA Negeri 3 Sukoharjo, Central Java, Indonesia. Sampling was done by probability sampling with class X Social Sciences 3 as the control class and class X Social Sciences 4 as the experimental class. Data collection techniques used were tests and observation. The researchers used independent sample t-test to analyze the data. The results showed that there were differences in student learning outcomes in the control class and in the experimental class. The difference can be seen from the average post-test value of the control class 62.43, while the average post-test value of the experimental class was 70.00. The t-test results also showed the value of t count 3.633 was > than t table 1.955, and the significance value was 0.001 <0.05. Our evidence suggested that economic learning using Edmodo-based Flipped Classroom learning models could more effectively improve student learning outcomes compared to learning with conventional systems.

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Implementing the Flipped Classroom Model in the Teaching of History

Cited by 12 publications

References 8 publications

Facilitating student engagement through the flipped learning approach in K-12: A systematic review

Facilitating student engagement through the flipped learning approach in K-12: A systematic review

The Development of Animation Videos Based Flipped Classroom Learning on Heat and Temperature Topics

Flipped Classroom: Edmodo-based Economic Learning

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