Students Conceptual Understanding Abilities Through Flipped Classroom Learning
Keywords:
flipped classroom, student understanding, teaching methodology, concept comprehensionAbstract
The Flipped Classroom learning model has become an increasingly popular approach in the world of education, especially in response to changes in the needs and characteristics of today's students. This approach allows students to learn the material beforehand at home through various resources provided by the teacher, enabling classroom time to be used for discussing, deepening and applying the concepts already learned. This research aims to analyze in-depth how the implementation of the Flipped Classroom learning model can influence students' understanding of concepts in various subjects and disciplines. The method used in this research is qualitative research with a Literature Review approach. Data and information were collected through exploration of literature from various sources, including books and articles related to the Flipped Classroom and students' understanding of concepts. Analysis was conducted to evaluate the implementation of the Flipped Classroom in developing students' understanding of concepts and the factors influencing its success. The results of the research indicate that the implementation of the Flipped Classroom significantly contributes to developing students' understanding of concepts in various subjects. Factors such as technological readiness, designing learning content that meets students' needs, the interaction between students and teachers, and the support provided by parents play a crucial role in the success of the Flipped Classroom. These findings are expected to provide insights for educators in designing and implementing learning approaches that focus on students' deeper and sustainable understanding of concepts.
References
Adhitiya, Ervan Nur, Ardhi Prabowo, and Riza Arifudin. “Studi Komparasi Model Pembelajaran Traditional Flipped Classroom Dengan Peer Instruction Flipped Terhadap Kemampuan Pemecahan Masalah.” Unnes Journal of Mathematics Education 4, 2015.
Ainurrahman. 2010. Belajar dan Pembelajaran. Bandung: ALFABETA.
Arikunto, Suharsimi. (2009). Dasar– Dasar Evaluasi Pendidikan, Jakarta: BumiAksara.
Bergmann, J. & Sams. A. 2012. Flip Your Classroom: Reach Every Student in Every Class Every Day.WashingtonDC: ISTE.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.
Darmadi, Hamid. 2011. Metode penelitian pendidikan. Bandung : Alfabeta.
Dimyati, 2002. Belajar dan Pembelajaran. Jakarta: Rineka Cipta.
Hayati, R., & Asmara, D. N. (2021). Analisis Pemahaman Konsep Matematis Mahasiswa PGSD pada Mata Kuliah Konsep Dasar Matematika. Jurnal Basicedu, 5(5), 3027–3033.
Hayati, Rahma. “Flipped Classroom Dalam Pembelajaran Matematika : Sebuah Kajian Teoritis.” Ruang Seminar UMP Vol. 4 (2018).
Hendriana, Heris, Euis Eti Rohaeti, and Utari Sumarno. Hard Skills Dan Soft Skills Matematik Siswa. Cetakan ke. Refika Aditama, 2017.
Janatin, Y., Putra, R. W. Y., & Hamid, A. (2019, June). Upaya meningkatkan kemampuan pemahaman konsep matematis siswa SMP dengan menggunakan pembelajaran model flipped classroom. In Prosiding Seminar Nasional Matematika dan Pendidikan Matematika (Vol. 2, No. 1, pp. 125-139).
Kristanti, F. R., Isnarto, I., & Mulyono, M. (2019). Kemampuan Pemahaman Konsep Matematis Siswa dalam Pembelajaran Flipped Classroom berbantuan Android. In Prosiding Seminar Nasional Pascasarjana (Vol. 2, No. 1, pp. 618-625).
M Mukhlas Sumani, Belajar Dan Pembelajaran, Bandung, Pt Remaja Rosda Karya: 2017.
Maolidah, I. S., Ruhimat, T., & Dewi, L. (2017). Efektivitas penerapan model pembelajaran flipped classroom pada peningkatan kemampuan berpikir kritis siswa. Educational Technologia, 1(2).
Muhamad Yasin, Jamal Fakhri, Siswadi, Rahma Faelasofi, Ahmad Safi‟i, Nanang Supriadi, Muhamad Syazali, Ismail Suardi Wekke. “The Effect of SSCS Learning Model on Reflective Thinking Skills and Problem Solving Ability.” European Journal of Educational Research 9, no. 2 (April 15, 2020).
Mujiono, N. F. N. (2021). Flipped Classroom: Sekolah tanpa Pekerjaan Rumah. Jurnal Teknodik, 67-79.
Mujiono, N. F. N. (2021). Flipped Classroom: Sekolah tanpa Pekerjaan Rumah. Jurnal Teknodik, 67-79.
Mujiono. (2017b). Pengembangan E-learning Sebagai Pusat Sumber Belajar untuk Mendukung Student Centered Learning. Seminar Nasional Teknologi Pembelajaran Dan Pendidikan Dasar 2017, 49–55.
Murizal, A., Yarman, & Yerizon. (2012). Pemahaman Konsep Matematis Dan. Model Pembelajaran Quantum Teaching. Jurnal Pendidikan Matematika,. 1(1), 19–23.
Nadia, Z., & Hadi, S. (2015). Pengaruh model pembelajaran guided inquiry terhadap hasil belajar IPA. Jurnal Teknodik, 141–155.
Nurma, L. L. (2021). Pengaruh Model Pembelajaran Flipped Classroom Berbantuan Media Audio Visual Untuk Meningkatkan Kemampuan Pemahaman Konsep Dan Minat Belajar Peserta Didik (Doctoral Dissertation, Uin Raden Intan Lampung).
Pratiwi, Dona Dinda. “Pembelajaran Learning Cycle 5E Berbantuan Geogebra Terhadap Kemampuan Pemahaman Konsep Matematis.” Aj-Jabar, 2016.
Shibukawa, Sachika, and Mana Taguchi. “Exploring the Difficulty on Students‟ Preparation and the Effective Instruction in the Flipped Classroom.” Journal of Computing in Higher Education 31, no. 2 (August 10, 2019): 311–39.
Silitonga, A. C., & Susarno, L. H. Efektivitas Penggunaan Model Pembelajaran Flipped Classrom Terhadap Pemahaman Konsep Siswa Dalam Materi Perencanaan Dokumentasi Video Di Kelas X Smk Negeri 7 Surabaya.
Sugiyono. (2018). Metode penelitian kuntitatif, kualitatif, dan r&d. Bandung: Alfabeta.
Ulya, Mila Rofiatul, Isnarto, Rochmad, and Wardono. “Efektivitas Pembelajaran Flipped Classroom Dengan Pendekatan Matematika Realistik Indonesia Terhadap Kemampuan Representasi Ditinjau Dari Self-Efficacy.” Prosiding Seminar Nasional Matematika 2, Vol. 2, 2019.
Wardani, S. (2008). Pengembangan keterampilan proses sains dalam pembelajaran kromatografi lapis tipis melalui praktikum skala mikro. Jurnal Inovasi Pendidikan Kimia, 2(2).
Wolff, L. C. & Chan, J. 2016. Flipped Classroom For Legal Education. Singapore: Springer.
Zed, M. (2014). Metode penelitian kepustakaan. Jakarta: Yayasan Pustaka Obor Indonesia.
Zeki, C. P., & Güneyli, A. (2014). Student teachers’ perceptions about their experiences in a student centered course. South African Journal of Education, 34(3).
