Students’perception toward flipped classroom learning

Abstract

Development of technology encourages educational sector to adapt. Flipped Classroom provides an approach of learning that integrate learning process with technology. Flipped classroom is a model of learning in which the process of learning in classroom is inverted, so that students are given the learning material before class, then students’understanding of the material is deepen in the classroom session through discussion facilitated by teachers. Thus, this article discuss about students’perception toward flipped classroom learning. In order to know students’ perception, it is important to conduct a flipped classroom learning followed by semi structured interview and questionaire. The semi structured interview and questionaire are given to students of SMA Pembangunan Kota Padang. The findings show that students are interested to this approach. It is happen because students can learn the material whenever and wherever they want.

Flipped Learning in Education: A Content Analysis

“…In addition, a good number of articles also used a qualitative research design (f=53, %=14.64) and the studies using a qualitative research design focused on teachers and students' perceptions along with students' academic outcomes thus numbers of studies have been conducted using a qualitative approach. (e.g., Ha et al, 2019;Hernandez-Silva & Flores, 2017;Musdi et al, 2019;Osterlie & Kjelaas, 2019;Zheng et al, 2019). Rachmawati et al (2019) conducted a qualitative research the objective of which was to explore teachers' perception on the practicality of flipped classroom in the subject of mathematics.…”

Assessment of the Implementation of Flipped Classroom Setup in DIFEQUATIONS at Holy Angel University – School of Engineering and Architecture

“…These were also the goals of the implementation of flipped classroom in DIFEQUATIONSactive learning, flexible learning time, student engagement and learner's participation. According to Musdi et al (2019), the students were able to prepare for learning in class, explore ideas, manage own time and measure own mathematical ability through flipped learning.…”

EFL Students’ Perceptions on Flipped Learning in an English Grammar Class

“…Students perceived that flipped learning could help them much for offline class, such as better preparation, more active participation, faster learning pace, student centered learning, and better time efficiency. Based the on previous studies, these are the advantages of flipped learning such as in-class time for active learning activities (Pape et al, 2012), shifting learning environment from teacher-centered to student-centred (Gilboy et al, 2015), and prepare students well before learning in class (Almodaires et al, 2018;Ayçiçek & Yelken, 2018;Danker, 2015;Musdi et al, 2019).…”

“…First, it results in better and more effective learning, improvements of learning outcomes, increase of student engagement, and alignment with student needs and school resources (Egbert et al, 2015). Other benefits include saving in-class time for active learning activities (Pape et al, 2012), shifting learning environment from teacher-centered to student-centered (Gilboy, et al, 2015), and preparing students better before learning in classroom (Almodaires et al, 2018;Ayçiçek and Yelken, 2018;Danker, 2015;Musdi et al, 2019). Moreover, Yang (2017) claimed that the use of flipped learning facilitates students to learn at their own speed, personalize and individualize process of learning, improve learning ownership, and foster reflective abilities.…”