Flipped Classroom Assisted with Schoology Applications to Support Student Metacognition Skills
DOI:
10.29303/jppipa.v9i7.3855Published:
2023-07-25Issue:
Vol. 9 No. 7 (2023): JulyKeywords:
Biology, Flipped-classroom, LMS, MetacognitionResearch Articles
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Abstract
Metacognition skills are critical in regulating and supporting student learning, and metacognition is one of the key factors contributing to the success of student learning. Therefore, it is crucial to develop students' metacognition skills throughout the learning process. The purpose of this research is to identify the effectiveness of the LMS (Schoology) assisted flipped classroom learning model in improving students' metacognition skills. This study used a quasi-experimental design consisting of a control group and an experimental group of grade 10 high school students, with each group consisting of 30 students. The experimental group was taught using a flipped classroom model with the help of the LMS, while the control group was taught using a teacher-centered approach. Data collection involved administering a questionnaire on metacognition skills, and data was analyzed using descriptive analysis techniques and independent sample t-test. The results of the analysis showed that the post-questionnaire score in the control group was 53.55% and in the experimental group was 77.58%, demonstrating that the LMS-assisted flipped classroom model contributes to improving students' metacognitive skills.
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Author Biographies
Nurdiyanti Nurdiyanti, Universitas Muhammadiyah Makassar
Muhammad Wajdi, Biology Education, Universitas Muhammadiyah Makassar, Makassar, Indonesia
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