PENERAPAN MODEL PEMBELAJARAN FLIPPED CLASSROOM DALAM PEMBELAJARAN KETERAMPILAN MENULIS BAHASA JERMAN

Menulis merupakan suatu keterampilan berbahasa produktif yang berperan penting dalam kehidupan sehari-hari. Dalam pembelajaran bahasa Jerman, menulis masih menjadi salah satu kesulitan terbesar bagi peserta didik yang diasumsikan terjadi dikarenakan kurangnya waktu latihan menulis berbahasa Jerman di dalam kelas. Untuk mengatasi persoalan ini diperlukan sebuah model pembelajaran yang tepat. Salah satu model yang diasumsikan dapat diterapkan sebagai solusi adalah Flipped Classroom. Model ini mempersiapkan siswa untuk kegiatan belajar mandiri yang berlangsung sebelum pertemuan tatap muka di kelas. Tujuan dari penelitian ini adalah untuk mengetahui: 1) Keterampilan menulis peserta didik sebelum penerapan model Flipped Classroom; 2) Keterampilan menulis peserta didik setelah penerapan model Flipped Classroom; 3) Perbedaan dalam keterampilan menulis peserta didik antara sebelum dan sesudah penerapan model Flipped Classroom; 4) Efektivitas penerapan model Flipped Classroom dalam pembelajaran keterampilan menulis bahasa Jerman; dan 5) Respon peserta didik terhadap penerapan model Flipped Classroom dalam pembelajaran keterampilan menulis bahasa Jerman. Penelitian ini adalah penelitian kuantitatif dengan metode kuasi eksperimental. Populasi pada penelitian ini adalah peserta didik kelas X SMA Negeri 4 Cimahi tahun ajaran 2022/2023, sedangkan sampelnya adalah 20 orang kelas X IPA 1 sebagai kelas eksperimen dan 20 orang X IPA 4 sebagai kelas kontrol. Hasil penelitian menunjukkan bahwa: 1) Keterampilan menulis peserta didik sebelum penerapan model Flipped Classroom pada kelas eksperimen maupun kelas kontrol termasuk dalam kategori “kurang”; 2) Keterampilan menulis peserta didik setelah penerapan model Flipped Classroom pada kelas eksperimen termasuk kategori “baik”, sedangkan pada kelas kontrol tetap pada kategori “kurang”; 3) Terdapat perbedaan yang signifikan dalam keterampilan menulis peserta didik di kelas eksperimen antara sebelum dan sesudah penerapan model Flipped Classroom; 4) Penerapan model Flipped Classroom efektif digunakan dalam pembelajaran keterampilan menulis bahasa Jerman yang dilihat dari hasil perhitungan uji t independen dengan signifikansi (2-tailed) kurang dari 0,05 (0,000 < 0,05); dan 5) Peserta didik menunjukkan respon yang positif terhadap penerapan model Flipped Classroom dalam pembelajaran keterampilan menulis bahasa Jerman. Berdasarkan hasil penelitian, model Flipped Classroom dapat dijadikan sebagai salah satu model pembelajaran alternatif dalam pembelajaran keterampilan menulis bahasa Jerman. Writing is a productive language skill that plays a significant role in daily life. In German learning, writing remains one of the biggest challenges for students, assumed to be due to the lack of practice time for writing in the German language in the classroom. An appropriate learning model is needed to address this issue. One of the models assumed to be applicable as a solution is the Flipped Classroom Model. This model prepares students for self-directed learning activities before the face-to-face meetings in the classroom. This research aims to discover: 1) students’ writing skills before the implementation of the Flipped Classroom model; 2) Students’ writing skills after the implementation of the Flipped Classroom model; 3) The differences in students' writing skills before and after the implementation of Flipped Classroom model; 4) The effectiveness of the Flipped Classroom model in learning German writing skills; and 5) Students’ responses to the Flipped Classroom model in learning German writing skills. This research is a quantitative study using a quasi-experimental method. The population in this study consists of students from Grade X of SMA Negeri 4 Cimahi in the academic year 2022/2023, while the sample includes 20 students from Class X IPA 1 as the experimental group and 20 students from Class X IPA 4 as the control group. The results of the research show that: 1) Students’ German writing skills before the implementation of the Flipped Classroom model in the experiment class and the control class are in the “poor” category; 2) Students’ German writing skills after the implementation of the Flipped Classroom model in the experiment class are in the “good” category, while in the control class still in the “poor” category; 3) There is a significant difference in students’ ability in German writing skills in the experiment class before and after the implementation of Flipped Classroom model; 4) The implementation of Flipped Classroom model is effective in learning German writing skills, as evidenced by the results of the independent t-test calculation with a significance level (2-tailed) of less than 0.05 (0.000 < 0.05); and 5) Students demonstrate a positive response to the implementation of the Flipped Classroom model in learning German writing skills. Based on the research results, the Flipped Classroom model can be considered as one of the alternative learning models in learning German writing skills

The Virtual Extension Annual Conference: Addressing Contemporary Professional Development Needs

Extension systems are experimenting with new models for conducting professional development to enhance staff competence and other returns on professional development investments. The ISUEO virtual annual conference provides a successful flipped classroom model of asynchronous and synchronous learning events for conducting an Extension annual conference. The lessons learned and emerging promising practices from our experiment will help Extension systems better meet the professional development needs of today\u27s Extension workers by providing new learning models and technology they can incorporate into their practice

The impact of the flipped classroom instructional model on MPharm students in two pharmacy schools in the UK

Introduction: A “flipped classroom” uses technology to shift the traditional lecture outside the scheduled class time and uses the face-to-face time to engage students in interactive activities. / Aim of the study: Assess the feasibility, acceptability and effectiveness of using the “flipped classroom” teaching format with MPharm students in two pharmacy schools in the UK: UCL School of Pharmacy and the School of Pharmacy and Biomedical Sciences at University of Portsmouth. / Methods: An experimental mixed methods design was employed, with final year MPharm students in two phases; 1) a qualitative study using focus groups 2) a quasi-experiment measuring knowledge acquisition and satisfaction by delivering a session on rheumatoid arthritis, in two teaching formats: the flipped classroom and the traditional lecture. / Results: The flipped classroom approach was preferred over the traditional lecture for delivering a pharmacy practice topic, and it was comparable or better than the traditional lecture with respect to knowledge acquisition. In addition, this teaching approach was found to overcome the perceived challenges of the traditional lecture method such as fast pace instructions, student disengagement and boredom due to lack of activities and/ or social anxiety. However, high workload and difficult or new concepts could be barriers to pre-class preparation, and therefore successful flipped classroom. The flipped classroom encouraged learning scaffolding where students could benefit from application of knowledge, and interaction with peers and the lecturer, which might in turn facilitate learning consolidation and deep understanding. This research indicated that the flipped classroom was beneficial for all learning styles. / Conclusion: Implementing the flipped classroom at both pharmacy institutions was successful and well received by final year MPharm students. Given the attention now being put on the Teaching Excellence Framework (TEF), understanding effective methods of teaching to enhance student achievement and satisfaction is now more valuable than ever

Flipping great or flipping useless? a review of the flipped classroom experiment at Coventry University London Campus

It is vital for teachers to keep abreast of new innovations to maintain student expectations and continuously improve performance in the classroom. A major development in recent pedagogical practice has seen the invention, development and implementation of the flipped classroom. Advantages include greater flexibility for students as they can study at their own leisure. In addition, there are opportunities for teachers to make seminars more interactive and to focus on exploring topics in greater depth after fundamental concepts have been practiced in a flipped class. This scenario has also led to greater student engagement and motivation and reduced tardiness and attendance issues. However, there are several disadvantages regarding its use. The most prominent criticism is that it is not possible to ascertain if a student has actually completed a flipped class until they attend a seminar. The whole flipped model is also wholly reliant on students having the motivation to do work in their own time. The creation, development and implementation of flipped classes can also be labour-intensive and onerous for teachers with already busy schedules. Further criticisms include the lack of instructor contact and necessity for developers to possess requisite technological skills. This study uncovered both positives and negatives regarding its efficacy with a number of students doubting its value in enhancing academic standards. Overall student performance and satisfaction levels were also lower when compared to the previous term when the same module was not flipped

Implications of an Iterative Design Experiment in Transcendental and Polynomial Functions Within a Flipped Classroom

This study explores an iterative design research experiment of a flipped mathematics classroom over the span of five curricular units involving big ideas of transcendental and polynomial functions. Transcendental and polynomial functions involve an algebraic, analytic, and graphical approach to the concepts and procedures of exponential, logarithmic, power, cubic, quadratic, linear, and rational functions. The Compleat design research methodology (Middleton, Gorard, Taylor, & Bannan-Ritland, 2008) was used to explore a series of instructional sequences that an instructor implemented in a flipped classroom while teaching big ideas of transcendental and polynomial functions. The experiment occurred over the course of a sixteen-week semester. Data analysis was constructed from a triangulation of relevant data from student constructions in the form of written documents, whole-group and small-group discussions from the video recordings, and the instructor’s personal reflective notes. The hypothetical learning trajectory served as the empirical basis upon which reflections occurred and meaningful modifications were made to the original prototype. Segmenting the content helped decrease the extraneous cognitive load by reducing the burden on students’ working memory in order to make instructional activities more meaningful and effective. More time was allocated in class for basic algorithmic processes prior to the implementation of the higher-order instructional tasks in phase five to account for the increasing intrinsic cognitive load in the instructional tasks. Micro-level practice-based concerns and improvements to the prototype as well as the creation of a theoretical and empirically-based instructional model were natural consequences to the design experiment

A Flipped Classroom Redesign in General Chemistry

The flipped classroom continues to attract significant attention in higher education. Building upon our recent parallel controlled study of the flipped classroom in a second-term general chemistry course (J. Chem. Educ., 2016, 93, 13–23), here we report on a redesign of the flipped course aimed at scaling up total enrollment while keeping discussion sizes small (i.e.,students), and maintaining equivalent contact hour load for faculty and workload for students. To that end, the course format featured lecture contact pushed outside of the classroom in the form of video lectures (mean duration 13 minutes) paired with online homework sets, and three parallel weekly one-hour discussion sections were held in adjoining lab rooms immediately prior to the three-hour laboratory session. As in our previous design, the discussion sections were led by teaching assistants; however, the weekly discussion meeting was shortened from 75 minutes to 50 minutes, and the primary instructor “floated” between the three parallel sessions. Two such sessions were held each week, affording a possible enrollment of 144; initial enrollment was 141, with students self-selecting into the course. We examine student performance in and satisfaction with the course using: (1) a pre-test/post-test design based on the paired questions American Chemical Society (ACS) first-term and second-term exams, (2) data on DFW (D, F, withdrawal) rates, and (3) student evaluations

Delivering manufacturing technology and workshop appreciation to engineering undergraduates using the flipped classroom approach

Delivery of manufacturing technology and practical workshop-based work, on undergraduate engineering courses that engage the learners, is challenging. The paper presents an experimental method of workshop delivery using the flipped learning approach, a pedagogical model in which the typical lecture and homework elements of a course are reversed. Video lectures are viewed by students prior to class. In-class time can be devoted to exercises, projects, or discussions as in this case. Learners were asked to observe three audiovisual clips in preparation for class. The objective was to determine whether the flipped classroom approach can enhance the learning experience, through better engagement with the students, compared to conventional classroom-based learning. The level of student participation and level of success have been established by means of feedback questionnaires from more than 100 participants and peer observation. The results are encouraging and demonstrate that this approach is favoured by the students

The Implementation of Flipped Classroom in Efl Class: a Taiwan Case Study

This article reports on a case study designed to examine the implementation of flipped classroom in the EFL classroom in Taiwan.&nbsp; In addition, students' perception of flipped classroom was also investigated. Sixty-one senior high school students participated in this study; data were gathered from students' English midterm exam score and questionnaire. The data then were quantitatively analyzed by using T-test and descriptive statistics. The results show that students' English proficiency in flipped classroom was not significantly different with students in traditional classroom. However, the results reveal that students' perception of flipped classroom were generally favorable. Students' contended that flipped classroom enhanced their motivation in learning English, as they liked the self-pace through the course and they stated that flipped classroom gave them more class time to practice English. The results presented here may facilitate improvements in the implementation of flipped classroom in EFL class. Furthermore, suggestions for further research are also presented

An Exploratory Investigation of a Flipped Classroom Model in Human Services Education

Human services education has unique needs due to the practical elements that are a part of preparing students for the field. One aspect is for students to graduate with a firm capacity to enact the skill detailed by the National Organization of Human Services (NOHS, n.d.). A blending of on-campus and on-line components has been found to encourage higher order thinking and offer experiential learning (Rehfuss, Kirk-Jenkins, & Milliken, 2015). The flipped classroom pedagogical model offers one potential way for educators to create an environment that facilitates the learning needed and recommended. This study altered a class to the flipped classroom model, and then used two type of data collection, a survey given twice during a semester and reflections written as a part of the class’ expectation. This was done to explore human services undergraduates’ reactions to the pedagogical model. Implications and lines of further enquiry are included