Universal Journal of Educational Research Vol. 8(3B), pp. 51 - 58
DOI: 10.13189/ujer.2020.081506
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Effects of the Flipped Classroom on Understanding the Thermodynamic Concept at High School Students

Khusnul Basriyah ^1,*, Dwi Sulisworo ¹, Guntur Maruto ¹, Moh Toifur ¹, Nurul Huda Abd Rahman ^2
1 Ahmad Dahlan University, Indonesia
² Faculty of Education & Teaching, University Pendidikan Sultan Idris, Malaysia

ABSTRACT

This study explains the increase in 11th-grade student achievement on the thermodynamic subject with a flipped classroom approach that was assisted by learning animation videos developed using Powtoon application. This research was a quasi-experimental design with a pretest-posttest control group design. The sample of this study was two classes from five classes of 11th-grade students. Instruments for collecting data on achievement used test instruments in the form of multiple choices. Non-test instruments in the form of questionnaires with a Likert scale were used to measure student learning motivation and numeric abilities. The statistical analysis techniques were T-test, ANOVA, and linear regression. The results of this study found that there was an increase in student achievement between before and after being taught with flipped classroom learning models assisted by learning animation videos. Also, there were also significant differences in achievement between students taught with flipped classroom learning models supported by learning animation videos compared to students who were taught conventionally. In this study numerical abilities can be used as predictors. The contribution of numerical ability to students who were taught with flipped classroom models was higher than in another group. The limitation of this study is that this study did not pay attention to the strategies paired on the development of animated videos. The selection of learning strategies that are attached to the animated video will be used to determine the effect on learning. In general, research on the flipped classroom does not emphasize the type of video used. This study highlights the attractiveness of the animation made in the learning video.

KEYWORDS
Animation Video, Flipped Classroom, Learning Media, Achievement, Learning Strategy, Physics Learning

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Khusnul Basriyah , Dwi Sulisworo , Guntur Maruto , Moh Toifur , Nurul Huda Abd Rahman , "Effects of the Flipped Classroom on Understanding the Thermodynamic Concept at High School Students," Universal Journal of Educational Research, Vol. 8, No. 3B, pp. 51 - 58, 2020. DOI: 10.13189/ujer.2020.081506.

(b). APA Format:
Khusnul Basriyah , Dwi Sulisworo , Guntur Maruto , Moh Toifur , Nurul Huda Abd Rahman (2020). Effects of the Flipped Classroom on Understanding the Thermodynamic Concept at High School Students. Universal Journal of Educational Research, 8(3B), 51 - 58. DOI: 10.13189/ujer.2020.081506.