PERSEPSI SISWA TERHADAP PENERAPAN FLIPPED CLASSROOM PADA PEMBELAJARAN IPA SECARA DARING DI KELAS IX SMP NEGERI 2 TANJUNGPINANG

Flipped classroom has become emerging trend during pandemic and require investigation to its application in a typical Indonesian school. This quantitative study aimed to shed light into student perceptions on the application of the flipped classroom in class IX at SMP Negeri 2 Tanjungpinang. The sampling technique used was random sampling. Student perceptions were measured from 134 respondents. Data were collected using likert scaled questionnaire followed by interview. In general, students have good perceptions about science learning conducted in flipped classroom learning model (71%). Specifically, respondents perceived the application of flipped as meaningful, as well as promoting core competence. This study concluded flipped classroom to be applicable in most learning scenario in Indonesian school

Examining the Effectiveness of a Semi-Self-Paced Flipped Learning Format in a College General Chemistry Sequence

Flipped learning has come to the forefront in education. It maximizes learning by moving content delivery online, where learning can be self-paced, allowing for class time to focus on student-centered active learning. This five-year cross-sectional study assessed student performance in a college general chemistry for majors sequence taught by a single instructor, comparing the flipped learning format to a more traditional lecture format. Students conceptual knowledge was captured through the use of American Chemical Society (ACS) standardized exam scores and analyzed using one-way ANCOVA. Student motivation and learning perceptions were assessed using the Chemistry Motivation Questionnaire (CMQ-II) and an in-house Blended (Flipped) Learning Survey. Statistical analysis indicated that students instructed through the flipped learning platform performed better than those taught using traditional pedagogy. Student perceptions regarding flipped learning were mostly positive and reflected motivation to succeed. Educational implications and significance of this work are discussed. KEYWORDS: Flipped learning, Educatio

Student Perceptions Of Digital Resources And Digital Technology In A Flipped Classroom

ABSTRACT The purpose of this study was to analyze student perceptions of flipped classroom instruction strategies, and student perceptions of their learning experience using digital resources and digital technology in a flipped classroom. Although perceptions are important, student achievement is a common tool used by policy-makers and judged by the general public as a means to evaluate and achieve continuous improvement in K-12 public education. This case study may be a beneficial illustration for school administrator practitioners to consider prior to implementation or utilization of flipped classroom instructional strategies. The study provides a review of a high school that first implemented a flipped classroom in 2010-2011. The study may create a general framework and provide insight to guide practitioners of the benefits, short-comings, and types of technology challenges encountered when considering implementing a flipped classroom instructional strategy in their school(s). The variables within this study were student perceptions of their learning experiences in a flipped classroom, student performance based on pre-existing survey results from students, state assessment results from Minnesota Comprehensive Assessments (MCAs), and assessment results from ACT® tests. This mixed method case study focused on one rural Minnesota school and was designed to seek answers to the following research questions: 1. What are high school student perceptions of the flipped classroom as a classroom instructional strategy? 2. What are high school student perceptions of their learning experiences using digital resources and digital technology in a flipped classroom? 3. What effect does the use of digital resources and digital technology within a flipped classroom environment have on student achievement based on common assessments such as the Minnesota Comprehensive Assessments (MCAs) and college entrance exams such as ACT® tests? The researcher approached this problem as an administrator looking for new teaching strategies to help schools in his own district improve student outcomes. The results of the data collected and analyzed indicated students had a favorable perception of the flipped classroom instructional strategy used by classroom teachers. Evidence within the study also indicated students had a favorable perception of the type of digital technologies used and available in a flipped classroom instructional strategy. Evidence of student achievement data based on Minnesota Comprehensive Assessments (MCAs) and the ACT® college entrance exam indicated the grade levels of students in the case study was above state of Minnesota average grade levels prior to implementation of a flipped classroom instruction strategy and continued at a higher level of achievement in the transition from a traditional lecture classroom instructional strategy to a flipped classroom instructional strategy. There was no evidence of regression of achievement with implementation of the flipped classroom instructional strategy

Teacher’s and Students’ Perceptions Between Flipped Classroom and Traditional Classroom At Primary Tamil School

This research was carried out in order to investigate teacher’s and student’s perceptions to promote active learning through flipped classroom among Tamil school teachers and students. A quantitative research design was used to carry out this study.The dependent variables in this study were teacher’s and student’s perceptions while the independent variables were traditional and flipped classroom. The sample consisted of 20 primary school teachers, 36 students from year 4 from primary Tamil school.Teachers’ perception interview questions were based on Snowden (2012) and a structured questionnaire to determine student perceptions between two different learning environments, flipped classroom and traditional classroom, was adapted from the Student Perception of Instruction Questionnaire (SPIQ) by Johnson and Renner (2012). The researchers distributed the survey questionnaire to primary Tamil school teachers and students. An independent samples t-test was conducted to compare student perception in a traditional and flipped classroom setting. A t-test for independent samples revealed a significant difference in perception between students that learn from a different learning culture (t(57) = -3.71, p < .05). The mean students who learn in a traditional classroom reported significantly different perceptions (M = 4.45, SD = .38) than students who learn in a flipped classroom (M = 4.93, SD = .40). In other words, students in the traditional classroom appear to have a better perception on method of delivery than the flipped classroom. Existing conventional teaching methods need to be transformed to ensure that the country's education system is able to move along the latest and competitive learning. Flipped classroom is one of the methods with potential to realize this vision

A Descriptive Study of High School Mathematics Teachers’ Perceptions of Flipped-Mastery Learning in a High School Math Class

In this study the researcher examines high school mathematics teachers’ perceptions of flipped-mastery models as an instructional strategy. The researcher investigated how high school mathematics teachers perceive the instructional practices of flipped-mastery models and their ability to increase rigor in accordance with the Common Core State Standards. While extensive research exists on the flipped classroom as an instructional strategy, to date, limited research has been conducted on flipped-mastery models. Using a sample of 26 high school mathematics teachers, with experience using both a flipped-mastery model and a traditional direct instruction/homework model, data was collected via an anonymous online survey. The findings from the research show that high school mathematics teachers think favorably of flipped-mastery models as an instructional strategy. A large majority of research participants indicated they would recommend a flipped-mastery model to a colleague. In this study, the researcher found no differences in high school mathematics teachers’ perceptions of instructional practices and rigor based on gender and teaching experience. Research participants provided insight into the effectiveness and limitations of flipped-mastery models. Themes of pace/time, student ownership of learning, differentiation, and demonstrated mastery emerged as advantages of flipped-mastery learning systems. Increased planning, lack of student motivation/participation, technology access, and wide gaps in student learning emerged as themes detailing the disadvantages of flipped-mastery learning systems

Elementary Students’ And Teachers’ Perceptions Of Flipped Mathematics Lessons

Flipped learning is a pedagogical model that allows more time for students to engage in active learning in the classroom because direct instruction is moved to video and watched outside of class time. Although many studies have shown the effectiveness of this strategy, previous perceptional studies have primarily focused on flipped learning through the lens of high school students and adult learners. This study was designed to explore elementary students’ and teachers’ perceptions of flipped learning in mathematics. A descriptive qualitative case study was conducted in a suburban elementary school in North Carolina. Three fifth grade teachers and fifteen of their students were interviewed about their experiences after participating in flipped mathematics lessons. The study’s conceptual framework was rooted in constructivist theory and concentrated on student engagement, twenty-first-century learners’ use of technology, and the acclimatization of the Common Core State Standards for Mathematics. Insights gained from the data described how students viewed their own mathematical learning in a flipped lesson format, as well as teachers’ perceptions of the implementation of the flipped format and the effects it had on their students’ mathematical learning compared to a traditional format. Data analysis of teacher and student data revealed (1) a preference for the flipped format, (2) the perception that increased active learning benefited student learning, (3) an increase in student ownership of learning, and (4) that the video lectures were valuable to review math content. Students also described an appreciation for the increased personal learning time with the teacher and more positive parental involvement during homework time. Furthermore, teachers felt the flipped format made them more flexible in their teaching. They noticed an increase in positive learning culture in their classrooms, emphasized the importance of intentional planning while using the flipped format, and noted the need for support and resources for implementing flipped learning at the elementary level. Recommendations for action included: (1) provide resources and support for elementary educators implementing flipped learning, (2) increase student-centered active learning, and (3) inform stakeholders, including parents, of the benefits of and plan to implement flipped learning before implementation begins. This research has implications for the increased use of the flipped model in mathematics at the elementary level

Student perceptions of flipped learning

Flipped learning has been the subject of significant hype and attention but descriptions of the development and the evaluation of this pedagogical model are lacking. Flipped learning is an inverted teaching approach where students learn the basics via short videos at home, then come to class to complete challenges and clarify any misunderstandings. This paper describes how an IT unit was delivered using the flipped learning approach. A survey was used to determine how students perceived flipped learning. Students were generally positive about the approach, particularly the convenience and flexibility of the flipped videos. Although face to face teaching time was reduced in this flipped learning implementation, students felt that they interacted more with their instructors and peers. Students felt strongly positive to walkthroughs and were mixed as to the need for the instructors face. Significant efforts to produce high quality and engaging videos were made, but the survey suggested that students learnt the most during tutorial time. The relative importance of interactive tutorials is congruent with a large body of research and pedagogical approaches advocating the importance of active student-centred learning

Flipping pharmacoepidemiology classes in a Saudi Doctor of Pharmacy program

Purpose: To examine student perceptions towards the flipped classroom approach and its impact on their learning and their course evaluation&nbsp; when compared to the traditional classroom method.Methods: Five classes of the pharmacoepidemiology course were delivered using the flipped classroom approach. Student perception towards the flipped teaching method was measured using a satisfaction survey. Measuring the impact of the flipped classroom on student learning and the&nbsp; student course evaluation was achieved by comparing the midterm grades and the results of the standard endof- course evaluations with the previous semester's cohort.Results: Students’ perceptions of the flipped classroom were mostly favourable. The course and its various components were viewed more favourably in the second semester than in the first semester. Statistically significant improvements were observed in the perception of the topics covered in the course (p = 0.045), fairness of the grade assessment (p = 0.004), and perception of course feedback (p = 0.021). No statistical&nbsp; difference was noted between the midterm examination scores of the first semester cohort (24.53 ± 3.80) and the second semester cohort (25.15 ± 3.00); [t (22.54) = 0.53, p =0.3].Conclusion: This study demonstrates that using the flipped classroom approach for teaching pharmacoepidemiology can improve student satisfaction, as well as maintain their academic performance. Keywords: Flipped classroom, Pharmacy education, Blended learnin

Design of Flipped Lessons in the Classroom and Opinions of Teachers with Different Degrees of Experience

The flipped classroom approach has gained significant popularity recently due to its ability to facilitate active learning and leverage technology to enhance student's learning habits. Previous research has explored the benefits and drawbacks of this approach, highlighting its potential to improve student engagement, motivation, and achievement. However, despite the growing interest in flipped classroom approach, more is needed to know about teachers' perceptions of this model and how these perceptions may vary based on years of experience.The current study aims to address this gap in the literature by examining 73 Kindergarten through 12th-grade teachers' perceptions of flipped classroom approach and identifying differences in these perceptions based on years of experience. To this end, the study utilized a survey instrument developed by Gough et al. (2017) to gather data on teachers' attitudes toward flipped classroom approach across five domains, including instructional practices, student considerations, technology use, communication, and practice.By analyzing the survey data, the study identified significant differences in teachers' perceptions of flipped classroom approach based on years of experience. Specifically, teachers with 0-3, 3-5, and more than 5 years of teaching experience had different judgments in instructional practices and student considerations. These findings suggest that teachers' perceptions of flipped classroom approach may be influenced by their experience level and that targeted professional development and training may be necessary to support teachers in adopting this approach effectively.Overall, this study contributes to the literature on flipped classroom approach by shedding light on teachers' perceptions of this model and how these perceptions vary based on years of experience. The findings provide insights into the elements that could enhance the effectiveness of flipped classroom approach, such as differentiation, more videos for specific learners, communication with all parties, and practice. The practical implications of these findings for K12 settings are discussed in the subsequent sections of this article. Keywords: Flipped classroom, teacher perceptions, K12 classrooms, teaching experience DOI: 10.7176/JEP/14-9-05 Publication date:March 31st 202