The Effect of The Use of Multimedia Flip Book With the Flipped Classroom Approach in Vocational School

Abstract

The problem encountered in learning operating system teaching materials majoring in network computer engineering is the lack of creativity in students' thinking skills so that they experience obstacles in the practical process. This study used a quasi-experimental design with a pretest-posttest Control Group Design. Data collection techniques using tests. The pre-test was carried out at the beginning to see the students' initial abilities before being given treatment, the post-test was carried out to test the effectiveness or compliance of the application of the treatment. In this study, the data analysis technique used 3 statistical tests, (1) normality test, (2) homogeneity test and (3) hypothesis testing. Through the use of hypothesis testing to show the results of H0 is rejected and H1 is accepted with a significance level of 5% so that the value is (P <0.05). The conclusion is that the use of the Flip book Multimedia with the Flipped Classroom approach is able to improve the thinking skills of students majoring in network computer engineering in the operating system subject. So that later research can be applied to other subjects to help the learning process and increase the creativity of vocational high school students.

The Effect of Flipped Classroom Based on Disaster Map Visualization in Disaster Mitigation Learning on Students’ Self-Efficacy and Critical Thinking Skills

“…The flipped classroom is learning that makes students learn independently. Students learn first about the topics before meeting with the teacher, and, for the problem-solving exercise process, it is used as homework (Dombrowski et al, 2018;Oktarina et al, 2021). Learning that familiarizes students to solve problems affects the development of critical thinking skills.…”

“…The flipped classroom is learning that makes students learn independently because they have studied at home first about the topics to be studied before meeting with the teacher and for problem-solving exercises (Dombrowski et al, 2018;Oktarina et al, 2021). Flipped classroom creates a learning environment that is technology-driven and student-centered at the same time (Leanna & Petra, 2021;Wikanda et al, 2021), thereby encouraging learning and practice according to individual pace and schedule (Cheng et al, 2017).…”

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

“…It is textbooks (Basyah, 2018), electronic modules (Wirasatriya et al, 2020), interactive electronic books (containing text, audio, and video) (Oktarina et al, 2021), and Youtube (Pudjianto et al, 2021), which found effective for delivering materials. It is group discussion sheets (Usmadi and Ergusni, 2019), student worksheets (Wirasatriya et al, 2020), and practicum guidebooks (Basyah, 2018) that are used as learning tools.…”

“…However, determining which media to use cannot be separated from considering the characteristics of students in learning and students' readiness to use learning media or tools. Oktarina et al (2021) claimed that using material videos or other forms of material is not the most determining factor for learning success. Without a suitable instructional design, learning would not be optimal.…”

Pengaruh Model Flipped Mastery Classroom Berbantuan Flipbook Digital Terhadap Hasil Belajar Ekonomi Siswa SMAN 1 Karanganyar

“…Proses pembuatan flipbook digital mudah di desain dengan menggunakan aplikasi corel draw kemudian dimasukkan dalam web flippingbook, Penggunaan media flipbook digital dipadukan dengan model pembelajaran flipped mastery classroom diharapkan mampu membuat pembelajaran lebih efektif dan tentunya akan berimbas terhadap hasil belajar siswa secara positif. Model dan media ini membuat siswa semakin aktif selama kegiatan pembelajaran di dalam kelas sebab siswa sudah mempelajari materi pembelajaran melalui media flipbook Hasil penelitian ini selaras dengan penelitian Albar et al, (2021); Oktarina et al, (2021); Said & Zainal (2017), tentang pengaruh model pembelajaran flipped mastery classroom dan penggunaan media flipbook digital berpengaruh positif terhadap hasil belajar siswa. Pencapaian keberhasilan peningkatan hasil belajar dengan flipped mastery classroom yang dilakukan disebaban karena model tersebut menyediakan waktu yang lebih leluasa bagi siswa dalam mempelajari materi pembelajaran serta ketersedian media flipbook digital memudahkan siswa karena dapat diputar berulang-ulang jika siswa lupa dengan materi yang telah dilalui.…”