The Effect of Edmodo-Based Flipped Classroom Learning Model on Students' Learning Outcomes on the Topic of Sound Waves

Authors

Miswatul Hasanah , A Halim , Rini Safitri , Yusrizal Yusrizal

DOI:

10.29303/jppipa.v7iSpecialIssue.1061

Published:

2021-12-05

Issue:

Vol. 7 No. SpecialIssue (2021): December

Keywords:

Flipped Classroom, Edmodo, Learning Outcomes

Review

Downloads

How to Cite

Hasanah, M., Halim, A., Safitri, R. ., & Yusrizal, Y. (2021). The Effect of Edmodo-Based Flipped Classroom Learning Model on Students’ Learning Outcomes on the Topic of Sound Waves. Jurnal Penelitian Pendidikan IPA, 7(SpecialIssue), 180–186. https://doi.org/10.29303/jppipa.v7iSpecialIssue.1061
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This study aims to see the effect of the Edmodo-based Flipped Classroom learning model on student learning outcomes. The method used in this study is a quasi-experimental design with The Nonequivalent Control Group Design. The instruments used are in the form of choice questions to measure learning outcomes and student response questionnaires to the use of the Edmodo-based flipped classroom model. Learning outcomes were analyzed using an independent sample t-test based on the acquisition of N-gain. The results showed that there was a significant difference in improving learning outcomes between the control class and experimental class with tcount = 3.06 > ttable = 2.02 with a two-tailed significance value (Sig. 2-tailed) smaller than  = 0.05 which is 0.004. There is a significant difference in learning outcomes, indicating that there is an effect caused by the implementation of Edmodo-based flipped classrooms. The results of data analysis showed that the increase in student learning outcomes in the experimental class by applying the Edmodo-based flipped classroom model was better than the control class without the Edmodo-based flipped classroom model. Around88.4% of students gave a positive attitude towards the use of Edmodo-based flipped classrooms.

References

Amalya, C. P., Artika, W., Safrida, S., Nurmaliah, C., Muhibbuddin, M., & Syukri, M. (2021). Implementation of the Problem Base Learning Model combined with E-STEM Based Student Worksheets on Learning Outcomes and Self Efficacy on Environmental Pollution Materials. Jurnal Penelitian Pendidikan IPA, 7(SpecialIssue), 37–38. https://doi.org/10.29303/jppipa.v7iSpecialIssue.962

Arifin, Z. (2012). Evaluasi Pembelajaran cet. 2. Jakarta: PT Remaja Rosdakarya

Ario, M., & Asra, A. (2018). Pengaruh Pembelajaran Flipped Classroom terhadap Hasil Belajar Kalkulus Integral Mahasiswa Pendidikan Matematika. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 1(2), 82–88. https://doi.org/10.24176/anargya.v1i2.2477 [Indonesian]

Bergmann, J., & Sams A. (2011). Flipped Your Classroom. In Journal of Physics A: Mathematical and Theoretical (Vol. 44, Issue 8). https://www.rcboe.org/cms/lib/....pdf

Çankaya, S., Durak, G. & Yünkül, E. (2013). Using Educational Social Networking Sites in Higher Education: Edmodo through the Lenses of Undergraduate Students. European Journal of Educational Technology, 1(1), 3-23. Retrieved from: https://ejetech.org/index.php/EJETECH/article/view/9

Chandra, F. H., & Nugroho, Y. W. (2016). Peran Teknologi dalam Flipped Classroom. Jurnal Ilmiah Teknologi Dan Rekayasa, 8(1), 15-20. Retrieved from: http://dinatek.stts.edu/pdf/04_2016_8_1/5.Francisca_Haryanti_Chandra.pdf [Indonesian]

Dewi, F. (2014). Edmodo: ASocial Learning Platform for Blended Learning. Class in Higher Education. Research in Education Technology: Pedagogy and Technology Journal. Seameo-Seamolec. XI (2): 1-11. Retrieved from: https://www.journal.seamolec.org/index.php/journal/article/view/64

Evendi, E. ., & Verawati, N. N. S. P. (2021). Evaluation of Student Learning Outcomes in Problem-Based Learning: Study of Its Implementation and Reflection of Successful Factors. Jurnal Penelitian Pendidikan IPA, 7(SpecialIssue). 69–76. https://doi.org/10.29303/jppipa.v7iSpecialIssue.1099

Farman., & Chairuddin. (2020). Pembelajaran Flipped Classroom Berbantuan Edmodo Untuk Meningkatkan Minat dan Hasil Belajar Siswa Pada Materi Pythagoras. Jurnal Karya Pendidikan Matematika. 7(2): 92-100. doi: https://doi.org/10.26714/jkpm.7.2.2020.92-100 [Indonesian]

Fauzi. M.F., & Inindiati. I. (2020). E-Learning Pembelajaran Bahasa Arab. Malang: Universitas Muhammadiyah Malang.

Khaldun, I. (2017). Pronal Test V6 Program Analisis Butir Soal dan Penilaian Hasil Belajar. Banda aceh: Prodi Pendidikan Kimia FKIP Unsyiah [Indonesian]

Khumairah, R., Sundaryono, A., Handayani, D. Pengaruh Model Pembelajaran Flipped Classroom Terhadap Hasil Belajar Kimia Siswa Pada Materi Larutan Penyangga di SMAN 5 Kota Bengkulu. ALOTROP, Jurnal Pendidikan dan Ilmu Kimia. 4(2): 92-97. doi: https://doi.org/10.33369/atp.v4i2.13832 [Indonesian]

Kurniawati, M., Santanapurba, H., & Kusumawati, E. (2019). Penerapan Blended Learning Menggunakan Model Flipped Classroom Berbantuan Google Classroom Dalam Pembelajaran Matematika SMP. EDU-MAT: Jurnal Pendidikan Matematika, 7 (1): 8-19. doi: http://dx.doi.org/10.20527/edumat.v7i1.6827 [Indonesian]

Moore C. (2015). Students’ Attitudes, Perceptions, and Engagement within a Flipped classroom model as Related to Learning Mathematics. Journal of Studies in Education. 5 (3) : 286-308. https://doi.org/10.5296/jse.v5i3.8131

Muhajir, Musfikar, R., & Hazrullah. (2019). Efektivitas Penggunaan E-Learning Berbasis Edmodo Terhadap Minat Dan Hasil Belajar (Studi Kasus Di Smk Negeri Al Mubarkeya. Cyberspace: Jurnal Pendidikan Teknologi Informasi. 2(3): doi: http://dx.doi.org/10.22373/cj.v3i1.4725 [Indonesian]

Nikolopoulou, K., & Gialamas, V. (2016). Barriers to ICT use in high schools: Greek teachers’ perceptions. J. Comput. Educ. 3(1):59–75. doi: http://dx.doi.org/10.1007/s40692-015-0052-z

Nuraisyah, S., Harahap, R., & Harahap, D. (2021). Analysis of Internet Media Use of Student Biology Learning Interest During COVID-19. Jurnal Penelitian Pendidikan IPA, 7(2), 213-217. doi: https://doi.org/10.29303/jppipa.v7i2.624

Puspendik Kemdikbud. (2019). Capaian Nasional. Retrieved from: di https://hasilun.puspendik.kemdikbud.go.id...&!1!& [Indonesian]

Rachmawati, Y., Ma’arif, M., Fadhillah, N., Inayah, N., Ummah, K., Siregar, M. N. F., Amalyaningsih, R., Aftannailah, F., & Auliyah, A. (2020). Studi Eksplorasi Pembelajaran Pendidikan IPA Saat Masa Pandemi COVID-19 Di UIN Sunan Ampel Surabaya. Indonesian Journal of Science Learning, 1(1), 32–36. https://doi.org/10.15642/ijsl.v1i1.633 [Indonesian]

Rahman, M. M. ., Doyan, A. ., & Sutrio, S. (2021). The Effectiveness of Video-Assisted Multi-Representation Approach Learning Tools to Improve Students’ Critical Thinking Ability. Jurnal Penelitian Pendidikan IPA, 7(SpecialIssue), 56–60. https://doi.org/10.29303/jppipa.v7iSpecialIssue.1063

Reidsema C., Kavanagh, L., Hadgraft, R., Smith, N. (2017). The Flipped Classroom; Practice and Practices in Higher Education. Singapore: Springer Nature Singapore. Retrieved from: https://link.springer.com/book/10.1007/978-981-10-3413-8

Rezeki, S., Halim, A., Nasrullah,N., Yusrizal, Y., & Ilyas, S. (2021). Implementation of Schoology-Based E-Module Learning Media to Improve Student's Concept Understanding on Temperature and Heat Material. Jurnal Pendidikan IPA. 7(SpecialIssue): 14-19. https://doi.org/10.29303/jppipa.v7iSpecialIssue.887

Rindaningsih, I. (2018). Efektifitas Model Flipped Classroom dalam Mata Kuliah Perencanaan Pembelajaran Prodi S1 PGMI UMSIDA. Proceedings of The ICECRS. 1 (3) : 51-60 https://doi.org/10.21070/picecrs.v1i3.1380 [Indonesian]

Rusdi, Evriyani, D., Praharsih, D.K. (2016). Pengaruh Model Pembelajaran Peer Instruction Flip Dan Flipped Classroom Terhadap Hasil Belajar Kognitif Siswa Pada Materi Sistem Ekskresi. BIOSFER: Jurnal Pendidikan Biologi (BIOSFERJPB). 9 (1) : 15-19 https://doi.org/10.21009/biosferjpb.9-1.3 [Indonesian]

Sudarsana, I.K., Lestari, N.G.A.M.Y., Wijaya, I.K.W.B., Krisdayanthi, A., Andayani, K.Y., Trisnadewi, K., Muliani, N.M., Dewi, N.P.S., Suparya, I.K.,

Gunawan, I.G.D., Kusumawati, N.A., Purandina, I.P.Y., Sutriyanti, N.K., Sudiani, N.Y., Adnyani, N.W., Winaya, I.M.A., Siswadi, G.A., & Aryana, I.M.P. (2020). Covid-19: Perspektif Pendidikan. Yayasan Kita Menulis Retrieved from: https://kitamenulis.id/2020/06/18/covid-19-perspektif-pendidikan/ [Indonesian]

Sulisworo, D., Nursulistiyo, E., dan Artha, D.K. (2018). Panduan Pelatihan Mobile Cooperative Learning. Yogyakarta: Deepublish

Walidah, Z., Wijayanti, R., Affaf, M. (2020). The Effect of Learning Model Flipped Classroom (FC) on Learning Outcomes. Edumatica: Jurnal Pendidikan Matematika, 10(2), 71-77. https://doi.org/10.22437/edumatica.v10i2.10546

Author Biographies

Miswatul Hasanah, Universitas Syiah Kuala

A Halim, Syiah Kuala University, Banda Aceh

Rini Safitri, Syiah Kuala University, Banda Aceh

Yusrizal Yusrizal, Syiah Kuala University, Banda Aceh

License

Copyright (c) 2021 Miswatul Hasanah, A Halim, Rini Safitri, Yusrizal Yusrizal

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).