A Literature Review On The Strengths And The Weaknesses Of Flipped Learning

ABSTRAK Tujuan – Tinjauan literatur ini bertujuan untuk menguji kekuatan dan kelemahan Flipped Learning. Tulisan ini mengulas isi dari beberapa artikel dan kajian tentang Flipped Learning yang diterbitkan antara tahun 2016 hingga 2021. Gagasan mendapatkan ulasan ini adalah bahwa Flipped Learning telah mendapat perhatian besar di dunia pendidikan, khususnya di Indonesia karena berfokus pada pembelajaran yang berpusat pada siswa. pembelajaran dan sejalan dengan dua kurikulum terbaru bernama Kurikulum 2013 dan Kurikulum Merdeka. Metode – Penelitian ini merupakan kajian literatur. Studi ini telah dilakukan sebagai kajian literatur sistematis berdasarkan pedoman asli seperti yang diusulkan oleh Kitchenham. Dalam hal ini tujuan dari review adalah untuk mengkaji kajian pustaka secara sistematik (yang disebut sebagai kajian sekunder), sehingga kajian ini dikategorikan sebagai kajian pustaka tersier. Hasil – Temuan dari ulasan ini menunjukkan bahwa Flipped Learning menggunakan teori pembelajaran konstruktivisme berdasarkan pembelajaran praktik langsung. Ini menjadi salah satu kekuatan dalam Flipped Learning. Dalam mengejar siswa yang mandiri dan aktif, Flipped Learning berjalan sangat baik karena membalikkan kelas tradisional. Flipped Learning cocok untuk pembelajaran aktif yang berpusat pada siswa. Namun, beberapa temuan dari review ini juga menunjukkan bahwa Flipped Learning juga menurunkan motivasi siswa dalam jangka waktu tertentu dan menjadi salah satu kelemahan dari Flipped Learning

Evaluasi Hasil Belajar Penerapan Flipped Learning Untuk Meningkatkan Pemahaman Peserta Didik Dalam Pembelajaran

Artikel ini bertujuan mendeskripsikan model pembelajaran flipped learning dalam meningkatkan pemahaman peserta didik pada proses pembelajaran. Artikel ini menggunakan metode studi literarur dengan menelaah jurnal nasional dan internasional serta buku yang relevan. Hasil studi literatur dalam penelitian yaitu terdapat beberapa indikator utama penerapan model flipped learning dalam meningkatkan pemahaman peserta didik diantaranya : (1) implementasi model flipped learning dalam pembelajaran (2) strategi guru pada model pembelajaran flipped learning (3) flipped learning meningkatkan motivasi belajar dan hasil belajar peserta didik (4) flipped learning menciptakan interaksi belajar sesuai gaya belajar peserta didik. Model flipped learning dinilai menjadi solusi permasalahan guru dalam meningkatkan kegiatan belajar mengajar, peran guru dalam menciptakan suasana belajar dengan menyesuaikan kebutuhan peserta didik dengan tujuan mengembangkan aspek kognitif dan psikomotorik. Penerapan model flipped learning menjadi alternative metode pembelajaran dengan penerapan yang berbeda dari pembelajaran kelas tradisional sehingga dapat memberikan dampak yang baik dari segi aktivitas guru dan efisien waktu mengajar. Kata Kunci: Evaluasi, Hasil Belajar, Flipped Learnin

How to create an effective flipped learning sequence in higher education

This article shows peculiarities and tendencies of flipped learning implementation in the educational process of higher educational institutions, describes the model of flipped learning implementation using e-learning courses. The authors present the results of the survey conducted within the framework of the international project Erasmus + MoPED on flipped learning, participated by bachelor’s and master’s degree students of the Borys Grinchenko Kyiv University. The article includes an example of a flipped learning sequence based on intended learning outcomes and Bloom’s taxonomy. The example provides a list of students’ activities, including assessment, and their distribution among the phases of flipped learning sequence: Pre-Phase, Face-To-Face Phase and Post Phase

Enhancing the Design and Analysis of Flipped Learning Strategies

There are numerous calls in the literature for research into the flipped learning approach to match the flood of popular media articles praising its impact on student learning and educational outcomes. This paper addresses those calls by proposing pedagogical strategies that promote active learning in 'flipped' approaches and improved practice of educational design in ICT supported learning environments. This paper makes two main contributions. It situates flipped learning strategies within a pedagogical framework, thus linking them to higher-level pedagogy. Additionally, it proposes an approach to both analysing and designing flipped learning strategies. This exploratory approach provides a guide for educators to map how their tactics fit amongst other instances of flipped learning. Examples of flipped learning approaches are provided to illustrate this mapping. The Flipped Learning Matrix, developed by this SoTL inquiry, is a tool for both critical reflection of existing approaches and course design, empowering the educator to design their own flipped version that is pedagogically sound and fit for purpose

EVALUASI AKADEMIK HASIL PERKULIAHAN METODE FLIPPED LEARNING DAN TINGKAT KEPUASAN MAHASISWA KEDOKTERAN SELAMA PEMBELAJARAN DARING

ABSTRAK Pendahuluan: Pada saat ini FK UNISMA melakukan pembelajaran daring untuk upaya pencegahan COVID-19 dan menghadapi beberapa kendala. Adanya hambatan tersebut menciptakan inovasi pemilihan strategi pembelajaran salah satunya yaitu perkuliahan metode flipped learning. Inovasi ini diharapkan dapat meningkatkan kepuasan mahasiswa terhadap pembelajaran daring yang berdampak pada peningkatan performa akademik mahasiswa.Metode: Penelitian dilakukan secara observasional analitik dengan cross sectional. Blok Fisiologi Hematoimunologi dipilih karena pada data akademik menunjukkan nilai belum memuaskan. Responden 110 mahasiswa yang masuk dalam kriteria inklusi. Perkuliahan metode flipped learning dinilai berdasarkan uji beda pretest dan posttest kuliah Imunologi Vaksin. Sedangkan tingkat kepuasan mahasiswa diukur menggukanakn kuesioner OCSS (Online Course Satisfaction Survey), interpretasi didapatkan dari nilai rata-rata perhitungan kuesioner. Uji mediasi dilakukan untuk mengetahui tingkat kepuasan berpengaruh pada hasil belajar metode flipped learning terhadap performa akademik. Analisa data dan statistik menggunakan uji regresi logistik ordinal untuk mengetahui besarnya pengaruh variabel bebas dan terikat. Hasil dikatakan signifikan apabila nilai p < 0,05.Hasil: Flipped learning pada kuliah Imonologi Vaksin menunjukkan hasil pretest dan posttest yang signifikan dengan uji wilcoxon (p 0,000). Demikian juga dengan pengaruhnya dengan performa akademik metode flipped learning menunjukkan hasil yang signifikan (p 0,012) melalui uji regresi logistik ordinal. Pengaruh tingkat kepuasan mahasiswa dengan performa akademik menunjukkan hasil yang signifikan (p 0,028). Faktor yang paling berpengaruh adalah hasil belajar perkuliahan metode flipped learning. Hasil uji mediasi (p 0,000) menunjukkan tingkat kepuasan mahasiswa tidak memediasi mutlak hubungan antara perkuliahan flipped learning terhadap performa akademikKesimpulan: Hasil belajar perkuliahan metode flipped learning dan tingkat kepuasan mahasiswa berpengaruh terhadap performa akademik.Kata Kunci:  flipped learning, performa ujian mingguan, tingkat kepuasan, pembelajaran daring

Flipped Learning As A New Educational Paradigm: An Analytical Critical Study

A literature on the flipped learning model has been reviewed. Therefore, the new form of education is worthy enough to be further studied. It is believed that flipped learning has gained great attention of many researchers as a result of what educators are implementing at their classrooms. The main objective of the paper is proposing an educational analytical critical framework for flipped learning that has powerful effects for who are concerned with educational development. The broad groundwork of literature on the flipped learning, described as the inverted learning, provided a foundation for the present study. This groundwork of literature used the term flipped learning and examined its effects on the pedagogy in education. The educational analytical critical framework of flipped learning developed in this paper includes components that reveals different views of flipped learning from just a “fashion” of adding more mechanism to the classroom to it is as a tool for shifting present pedagogy customized according to the individual needs of the learners instead of the whole group. The components of the framework are: instructional foundations, learning theories, Bloom’s taxonomy, and conceptual framework of the flipped education that is discussed in the light of its connection to the educational foundations of flipped learning. Research method used was descriptive method and method of philosophical analysis

What are students’ opinions of ‘Flipped learning’ in secondary science?

Flipped learning has emerged in recent years as an alternative method of teaching. The premise of Flipped learning is that students learn new material at home, and then use lesson time to tackle problems and interact with the subject matter. The rationale behind this is that students get more time with a teacher when they are solving problems or applying knowledge in the classroom, so teachers can help build higher levels of understanding. It also allows the lesson to be more interactive, as less time is spent teaching new material. Whilst many recent studies have concentrated on how Flipped learning is used at university level teaching, I was eager to undertake my enquiry on Flipped learning at secondary school. Having spoken at length to teachers about their opinions on Flipped learning, I was keen to discover what students’ opinions were. This enquiry made use of a questionnaire, and interview with sixth form biology students at an all-girls grammar school who are taught via Flipped learning. Student opinions were largely positive, with students expressing being able to learn at their own pace, more interactive lessons and being better prepared for lesson time among the benefits of Flipped learning

Problem-Based Learning Model Integrated with Metacognitive Approach Through Flipped Learning in Science Learning Lectures

Abstrak: Model Pembelajaran Berbasis Masalah melalui pendekatan metakognitif merupakan salah satu hal yang dianggap tepat pada masa Pandemi Covid-19. Salah satu metode pembelajaran online adalah flipped learning. Pada penelitian ini, penerapan PBM melalui pendekatan metakognitif diintegrasikan dengan penerapan flipped learning. Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran berbasis masalah terpadu dengan pendekatan metakognitif melalui flipped learning dalam pembelajaran IPA perkuliahan. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model Borg and Gall dengan subjek penelitian adalah mahasiswa PGSD Fakultas Ilmu Pendidikan Universitas Negeri Gorontalo yang aktif mengikuti perkuliahan pembelajaran IPA. Berdasarkan hasil penelitian dapat dideskripsikan bahwa model PBL yang diintegrasikan dengan pendekatan metakognitif melalui flipped learning dapat memberikan pengalaman belajar yang baru bagi siswa. Flipped learning menuntut mahasiswa untuk mempelajari materi dasar sebelum perkuliahan berlangsung sehingga selama perkuliahan mahasiswa dapat memanfaatkan waktunya untuk mengaplikasikan materi tersebut melalui pembelajaran aktif dan pemecahan masalah. Pengintegrasian model pembelajaran berbasis masalah yang dipadukan dengan pendekatan metakognitif melalui flipped learning merestrukturisasi pendekatan pembelajaran yang berpusat pada dosen dan menjadikan mahasiswa sebagai pusat pembelajaran.Abstract: Problem-Based Learning model through a metacognitive approach is one thing that is assumed to be appropriate during the Covid-19 Pandemic. One of the online learning methods is flipped learning. In this study, the application of PBM through a metacognitive approach is integrated with the implementation of flipped learning. This study aims to describe the implementation of an integrated problem-based learning model with a metacognitive approach through flipped learning in science learning lectures. This research is a development research using the Borg and Gall model with the research subjects being PGSD students of the Faculty of Education, State University of Gorontalo who actively participate in science learning lectures. Based on the results of the study, it can be described that the PBL model integrated with the metacognitive approach through flipped learning can provide a new learning experience for students. Flipped learning requires students to study basic material before the lecture takes place so that during lectures, students can spend their time applying the material through active learning and problem solving. The integration of the problem-based learning model integrated with the metacognitive approach through flipped learning restructures the lecturer-centered learning approach and makes students the center of learning.

An Adaptive Teaching Model For Flipped Classroom

Individual differences are important for the learning environments so that it can be said that learning environments that are designed by using adaptation techniques are effective in improving the performance level of students. In this study a flipped classroom model was developed for elementary school students by using adaptivetechniques in English lectures. In this way advantageous and strong aspects of adaptive and flipped learning complete each other. In the research, two different flipped learning environments were developed. The flipped learning environment was designed without adaptations and with adaptations. The students worked for a period of ten weeks in the designed environments. The aim of the study is to show the benefits of adaptive technologies for flipped learning environments. In total 60 students from Libya were selected randomly then placed in adaptive flipped learning and Flipped learning environments. T-test was used in the substance analysis performed for knowledge test. Based on the findings obtained from the success rates of the students displayed on tests, administered as a pre and post test, it was demonstrated that adaptability of the flipped learning environment and levels of the adaptability have a positive effect on the academic achievement rates of the English lecture students

A review of flipped learning in innovative math education

Many systematic reviews have examined flipped learning models in various fields. However, there is little research on the use of the flipped learning model in mathematics education, which could help researchers and practitioners use and develop a model to implement mathematics learning processes. To fill this gap, this study aimed to analyze and synthesize current knowledge and practices in the implementation of flipped learning in mathematics education. Systematic literature review was adopted as the research method following an article selection and screening process using the preferred reporting items for systematic review and meta-analysis (PRISMA) protocol. Articles published from 2012 to 2021 in some reputable databases (Web of Science, Scopus, and ERIC) were reviewed, and 17 of 137 articles were included for detailed analysis and synthesis. The findings of this study showed that research in the implementation of the flipped learning model in mathematics education focused on documenting the affectivity of the implementation of the flipped learning model, developing learning processes, and sharing preliminary findings and student feedback. Future research is highly recommended to examine different aspects of flipped learning implementation, promote longitudinal data based on multi-year research for implementing flipped learning, and review various learning media to strengthen students’ understanding of mathematics