The Effect of Flipped Class with Project Based Learning Dimensions Assisted by Moodle Combined with Reading, Questioning and Answering (RQA) on 4C Skills

Tarigan, Christine Ulina; Tarigan, Wenny Pinta Litna

doi:10.20961/bioedukasi-uns.v15i2.61296

Cited by 3 publications

(2 citation statements)

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“…The implications of this conclusion for future lectures are that special attention is needed in developing Creativity and Innovation Skills in Lower Semester students. This can be done by developing a curriculum that focuses on creative and innovative learning (Craig & Allen, 2015;Erol, 2021;VanTassel-Baska, 2021;Welch, 2021), providing opportunities for students to collaborate and participate in innovative projects (Andrini et al, 2019;García-Aranda et al, 2020;Haryono & Adam, 2021a, 2021bKhairani Astri et al, 2022;Nata & Sujana, 2020;Panagopoulou et al, 2006;Sukerti et al, 2019;Yustina et Ni Putu Parmini / 21st Century Skills and Information Literacy in Indonesian Language and Literature Education Study Program al., 2020), as well as providing constructive feedback to help students develop these skills (Haryono & Adam, 2021;Tarigan & Tarigan, 2022).…”

Section: Differences In 21st-century Skills and Information Literacy ...mentioning

confidence: 99%

21st Century Skills and Information Literacy in Indonesian Language and Literature Education Study Program

Parmini

Putra

Mukhamdanah³

et al. 2023

Mimb. Ilmu

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21st Century Skills and Information Literacy are very important to know about their development in the lecture process in tertiary institutions. Profiling has yet to be carried out to map this in the Indonesian Language and Literature Education Study Program. Therefore, this research aims to profile 21st Century Skills and Information Literacy in Indonesian Language and Literature Education. This type of research is mixed methods research using a Concurrent Embedded Design. The respondents were 30 undergraduate students of Indonesian Language and Literature Education. Methods of data collection using observation, interviews, and questionnaires. The research instruments used were questionnaires, interview guides, and observation sheets. Data were analyzed using the Mann-Whitney U Test. The study's results, namely critical thinking skills and problem-solving, communication and collaboration, creativity and innovation, and information literacy skills, still needed to be higher for most students. Only the Creativity and Innovation Skills skills differed significantly between the upper and lower semesters. The study findings are discussed, followed by a review of the implications for educational institutions, policymakers, and future research.

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Section: Differences In 21st-century Skills and Information Literacy ...mentioning

confidence: 99%

21st Century Skills and Information Literacy in Indonesian Language and Literature Education Study Program

Parmini

Putra

Mukhamdanah³

et al. 2023

Mimb. Ilmu

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“…Project Based Learning dengan metode design thinking diharapkan dapat membantu pendidik dalam meningkatkan kemampuan berpikir kreatif peserta didik (Riti, Degeng dan Sulton, 2021). Model pembelajaran ini dapat membantu peserta didik aktif dalam setiap kegiatan pembelajaran proyek dan dapat menumbuhkan skill (Irfan Fadilah, 2021;Tarigan, 2022). Sintaks model pembelajaran Project Based Learning dengan metode design thinking yaitu: (1) Meneliti, menganalisis empathize,define, (2) membuat produk, idiate, (3) membuat produk, prototype, (4) mempresentasikan hasil produk, test, (5) evalusi (Nurfa, 2020).…”

Section: Pendahuluanunclassified

Pengaruh Project Based Learning dengan Metode Design Thinking Terhadap Keterampilan Berpikir Kreatif pada Pembelajaran IPA Kelas IV Sekolah Dasar

Atmojo,

Ardiansyah,

Gloria

2023

JDC

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The purpose of this study was to determine the effect of Project Based Learning with the Design Thinking method on creative thinking skills in science learning in fourth grade elementary school students in Laweyan District. This research is a quantitative research. The study was conducted with one test. The subjects of the research were the fourth grade students of SD in Laweyan District, totaling 56 students. Sources of data come from students. The data collection technique used a description test. Data validity and normality analysis using product moment correlation and Kolmogorov-Smirnov Test through SPSS 16.0 for windows application. This study uses a quasi-experimental approach that is applied to Nonequivalent Control Group Design. The results showed that based on a simple linear regression test on the SPSS 16.0 application, a significance value (2-talled) of 0.025 <0.05 indicates that there is an effect of Project Based Learning with the Design Thinking method on creative thinking skills. Based on the results of the significance value, it can be concluded that the working hypothesis (Ha) which reads "There is an Effect of Project Based Learning with the Design Thinking method has an effect on creative thinking skills in science learning for grade IV SD in Laweyan District" is accepted.

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A flipped classroom with whiteboard animation and modules to enhance students' self-regulation, critical thinking and communication skills: a conceptual framework and its implementation

Suwardika,

Sopandi,

Indrawan

et al. 2024

AAOUJ

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PurposeIn the era of Industry 4.0, the relevance of webinar tutorials, a form of distance learning, is paramount. These tutorials can catalyze self-regulated learning, critical thinking and communication skills, especially for prospective and in-service teachers pursuing higher education. This paper aims to develop a conceptual framework and report the results of implementing a flipped classroom with whiteboard animation and modules. This innovative approach seeks to enhance students' self-regulation, critical thinking and communication abilities.Design/methodology/approachThis study employs a mixed-methods approach. In the first phase, a hypothetical model and conceptual framework for the Flipped Classroom with Whiteboard Animation and Modules were developed to enhance self-regulation, critical thinking and communication skills. The resulting conceptual framework was then implemented through a quasi-experiment using a non-equivalent control group design involving 83 elementary school teachers enrolled in the Elementary School Science Education course (PDGK4202), divided into three treatment groups. Qualitative data were collected through observations of the learning process, documentation of student worksheet completion and interviews with students. Questionnaires and tests were used as instruments for quantitative data collection. Qualitative data were analyzed using descriptive methods, while quantitative data were evaluated using MANCOVA.FindingsThe findings demonstrate significant improvements in students' self-regulation, critical thinking skills and communication abilities after implementing the Flipped Classroom with Whiteboard Animation and Modules.Research limitations/implicationsSome limitations in this study need to be recognized. These limitations include the specific sample type of elementary school teachers who went back to college to take science learning courses in elementary school. Teachers have various diversity that may affect the dependent variable, such as age, educational background, facilities, internet signal stability at their learning location and teaching experience. This study was conducted in a specific context (using the flipped classroom model at UT), so the results may need to be more generalizable to other educational contexts with different facilities, systems and policies. In addition, the measurement of self-regulation and communication skills, particularly with questionnaires, relies on self-report, which can be biased due to socially desirable responses or inaccurate self-assessment. Although the MANCOVA test showed significant results, it is possible that other variables not controlled for in this study (e.g. intrinsic motivation, social support from family or colleagues) also affected the independent variables.Practical implicationsThis study emphasizes the importance of adapting webinar tutorials for Industry 4.0 and enhancing self-regulated learning, critical thinking and communication skills, particularly for working students and teachers. It offers a practical framework for educators and suggests ways to improve online learning materials. The implementation results show significant skill enhancement. These findings have practical implications for educators, institutions and instructional designers, guiding the development of effective distance learning strategies and curriculum improvements in the digital age.Social implicationsThe social implications of this study are noteworthy. In the context of Industry 4.0, adapting webinar tutorials to promote self-regulated learning, critical thinking and communication skills is essential not only for the educational sector but also for the broader society. It equips prospective and in-service teachers, who are pivotal in shaping future generations, with the necessary skills to navigate a rapidly changing digital landscape. Furthermore, enhancing self-regulation and critical thinking abilities among employed students contributes to a more informed and adaptable workforce, fostering societal resilience in the face of technological advancements.Originality/valueThe uniqueness of this study stems from the creative modification of a webinar tutorial, which specifically targets the urgent requirement for enhancing abilities among teachers and university students. The conceptual framework serves as a valuable tool for educators, and the findings of this study confirm its effectiveness in enhancing self-regulation, critical thinking abilities and communication proficiency. Furthermore, the recommendations offered also furnish practical insights to improve this model.

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The Effect of Flipped Class with Project Based Learning Dimensions Assisted by Moodle Combined with Reading, Questioning and Answering (RQA) on 4C Skills

Cited by 3 publications

References 12 publications

21st Century Skills and Information Literacy in Indonesian Language and Literature Education Study Program

21st Century Skills and Information Literacy in Indonesian Language and Literature Education Study Program

Pengaruh Project Based Learning dengan Metode Design Thinking Terhadap Keterampilan Berpikir Kreatif pada Pembelajaran IPA Kelas IV Sekolah Dasar

A flipped classroom with whiteboard animation and modules to enhance students' self-regulation, critical thinking and communication skills: a conceptual framework and its implementation

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