Students’ view of flipped classroom in physics’ class

Abstract

The flipped classroom is one of the strategies and learning models that can improve student learning outcomes. Recent research has been done to see the strengths, weaknesses, and effects of the flipped classroom on learning, but not much research has been done to see students' responses to the application of the flipped classroom in physics class in senior high. The purpose of this study is to see how students respond to the application of flipped classrooms in physics learning at the high school level. The phenomenological research design is used to examine the factors that influence research. The result showed that teachers need to be consider of several things that impact the learning process.

Flipped classroom strategies and innovative teaching approaches in physics education: A systematic review

“…A total of 3,846 students were subjected to FC in all studies we reviewed, which corresponds to 129 students on average per study. Putri and Purwaningsih's (2021) qualitative study assessed views of four students on the application of FCs in physics learning through interviews. On the other hand, Gómez-Tejedor et al's.…”

“…Two articles per journal were published in nine journals while one article per journal was identified for rest of the 12 journals. Except for the Koray et al (2018) and Putri and Purwaningsih's (2021) qualitative studies, the studies were quantitative. Among the 28 quantitative studies 12 were experimental, 11 were mixed method and five were survey design (for example Matthews & Dostal, 2020).…”

“…Similarly, motivation was measured in five studies and the effect of FC was significant in four studies while insignificant in one study (Cagande & Jugar, 2018). Among all studies the effect of regular instruction was higher in only one study (Putri & Purwaningsih, 2021), where authors attempted to reveal students' understanding of physics concepts after FC employment. Moreover, the effect of FC was ineffective in eight studies.…”

Mengapa Siswa Memiliki Kesadaran Metakognitif Lebih Tinggi Dalam Flipped Learning Terintegrasi Metacognitive Scaffolding? Kajian Persepsi Siswa di Kelas Online Fisika Selama Pandemi

“…Sebelum pembelajaran dimulai, siswa akan menonton video yang berisi materi yang akan dipelajari hari ini berdasarkan fenomena yang terjadi dalam kehidupan sehari-hari. Video berdurasi 5-10 menit menurut review beberapa literatur (Putri and Purwaningsih 2021). Setelah menonton video, siswa juga harus mengisi LKS yang dilengkapi dengan metacognitive scaffolding untuk menunjukkan pemahaman siswa tentang fenomena yang terkait dengan konsep impuls dan momentum yang dipelajari.…”

Relativistic mean proportion

“…Teaching is a much more important branch of physics than one might think. Indeed, it may also happen that concepts of classical physics, well known to specialists, require further study from a didactic point of view due to the young age of the students [14][15][16][17][18][19][20][21][22][23][24][25][26][27][28][29]. Generally during the last year of high school, students learn that SR is founded on the principle of relativity and on the fact that the speed of light is a fundamental constant of nature and it does not follow the Galilean law of addition.…”