The Effect of CLWD-Flipped Classroom on Student Learning Outcomes: A Quasi-Experimental Study
DOI:
10.29303/jppipa.v9i11.4411Published:
2023-11-25Issue:
Vol. 9 No. 11 (2023): NovemberKeywords:
CLDW- flipped Classroom, Environment Topic, Learning OutcomesResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
Most teachers agree to implement LMS for learning Biology, but some of them still have difficulties. Most of them thought that LMS helped reduce learning loss after pandemic covid-19. One of them is using a Learning Management system (LMS). CLDW (Culture Literacy Digital Wetland) is one of the innovations as a learning for students. CLDW helps students and teachers improve their activities during online learning, such as discussions. A flipped classroom with a learning management system Systems-based flipped classrooms produce positive learning. CLDW-Flipped Classroom was designed in two phases, namely: first phase; out-of-class was marked by students using CLDW as teaching materials, and second phase; in-class was marked by conducting face-to-face learning in class The research used quasi-experimental research with a non-equivalent control group pretest-posttest design. The population of all students in 3 schools then consists of students in SMAN 4, SMAN 7, and MAN 2. The students are class X high school. Sampling was done by selecting two classes that were used as the control class and the experimental class. It is concluded that there is a significant effect on learning outcomes from integrating CLDW in the flipped classroom for learning biology. Overall, using CLDW-flipped classrooms has an effect on improving learning outcome. Flipped classrooms create effective classrooms through interaction with learners. Moving some aspects of the learning process to create extra time for active learning activities through teacher-led class discussions
References
Aidoo, B., Macdonald, M. A., Vesterinen, V.-M., Pétursdóttir, S., & GÃsladóttir, B. (2022). Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic. Education Sciences, 12(6), 421. https://doi.org/10.3390/educsci12060421
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers and Education, 126(August), 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
Aldiab, A., Chowdhury, H., Kootsookos, A., Alam, F., & Allhibi, H. (2019). Utilization of Learning Management Systems (LMSs) in higher education system: A case review for Saudi Arabia. Energy Procedia, 160(2018), 731–737. https://doi.org/10.1016/j.egypro.2019.02.186
Ayuningtyas, T., Putra, A. P., & Utami, N. H. (2022). Pengaruh Modul Digital Pada Culture Literacy Digital Wetland ( Cldw ) Konsep Jamur Terhadap Keterampilan Generik Sains. Vidya Karya, 37, 9–15. https://doi.org/10.20527/jvk.v37i1.12691
Bradley, V. M. (2020). Learning Management System (LMS) Use with Online Instruction. International Journal of Technology in Education, 4(1), 68. https://doi.org/10.46328/ijte.36
Budyaningsih, I., & Fikroh, R. A. (2023). Self Organized Learning Environments ( SOLE ) Model Based on Blended Learning for Independence and Students ’ Cognitive Learning Outcomes in Acid-Base Material. 9(3), 1069–1075. https://doi.org/10.29303/jppipa.v9i3.1671
Daru, A. F. (2013). Integrasi Cms Dan Lms Untuk Membangun Web Berbasis E-Learning Dengan Single Login (Cms And Lms Integration For Buliding Web Based E-Learning With Single Login). 11(1), 23–31. http://dx.doi.org/10.26623/transformatika.v11i1.77
Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences of the United States of America, 118(17). https://doi.org/10.1073/PNAS.2022376118
Fadhilah, M. (2021). Pemanfaatan Aplikasi E-Learning IAIN Madura dalam Meningkatkan Efisiensi Belajar Mahasiswa di Masa New Normal. Jurnal Basicedu, 5(6), 6249–6256. https://doi.org/10.31004/basicedu.v5i6.1775
Fadli, M. R., Rochmat, S., Sudrajat, A., Aman, Rohman, A., & Kuswono. (2022). Flipped classroom in history learning to improve students’ critical thinking. International Journal of Evaluation and Research in Education, 11(3), 1416–1423. https://doi.org/10.11591/ijere.v11i3.22785
Farrini, D., Mu’affa, S. N., Ramadhani, S. S., & Musfah, J. (2022). Educational Leadership Strategies In Facing The Challenge of Learning Loss in Sophos Preschool Indonesia. J-MAS (Jurnal Manajemen Dan Sains), 7(2), 1110. https://doi.org/10.33087/jmas.v7i2.688
Hasanah, M., Halim, A., Safitri, R., & Yusrizal, Y. (2021). Pengaruh Model Pembelajaran Flipped Classroom Berbasis Edmodo Terhadap Hasil Belajar Peserta Didik Pada Topik Gelombang Bunyi. Jurnal Penelitian Pendidikan IPA, 7(SpecialIssue), 180–186. https://doi.org/10.29303/jppipa.v7ispecialissue.1061
Hidalgo, B. G., Rivera, L. A., & Delgadillo, R. S. (2019). Integration of learning management system technology and social networking sites in the e-learning mode: A review and discussion. Computers in Education Journal, 10(2), 1–13. Retrieved from https://coed.asee.org/wp-content/uploads/2020/08/2-Integration-of-Learning-Management-System-Technology-and-Social-Networking-Sites-in-the-E-Learning-Mode-A-Review-and-Discussion.pdf
Hikmawati, H., Sutrio, Wahyudi, & Syahidi, K. (2022). Effects of Learning with Ethnoscience Context on Learning Outcomes in Cognitive Aspects of Prospective Physics Teacher Students. Jurnal Penelitian Pendidikan IPA, 8(6), 2793–2801. https://doi.org/10.29303/jppipa.v8i6.2388
Huda, I., Desriana, P., Safrida, S., Nurmaliah, C., & Muhibbuddin, M. (2023). Analyzing of Using Case Method Based on Flipped Classroom on Student Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 9(6), 4103–4108. https://doi.org/10.29303/jppipa.v9i6.3844
Martiningsih, M., Situmorang, R. P., & Hastuti, S. P. (2018). Hubungan Keterampilan Generik Sains Dan Sikap Ilmiah Melalui Model Inkuiri Ditinjau Dari Domain Kognitif. Jurnal Pendidikan Sains (Jps), 6(1), 24. https://doi.org/10.26714/jps.6.1.2018.24-33
Mukhlisa, R., Gani, A., Winarni, S., Khaldun, I., & Hanum, L. (2021). Independence of Learning and Achievement of Learners’ Cognitive Abilities in Thermochemical Materials through the Application of Flipped Classroom. Jurnal Penelitian Pendidikan IPA, 7(4), 523–530. https://doi.org/10.29303/jppipa.v7i4.674
Ndoa, Y. A. A., & Jumadi, J. (2022). Increasing Learning Motivation Through the Application of Physics E-Module Based on Flipped Learning. Jurnal Penelitian Pendidikan IPA, 8(3), 1223–1230. https://doi.org/10.29303/jppipa.v8i3.1556
Novitri, A., Pada, A. U. T., Nurmaliah, C., Khairil, K., & Artika, W. (2022). Implementation of Flipped Classroom Learning to Improve Critical Thinking and Self Managements Skills of Vocational Students. Jurnal Penelitian Pendidikan IPA, 8(1), 371–377. https://doi.org/10.29303/jppipa.v8i1.1268
Nurdiyanti, N., & Wajdi, M. (2023). Flipped Classroom Assisted with Schoology Applications to Support Student Metacognition Skills. 9(7), 4977–4982. https://doi.org/10.29303/jppipa.v9i7.3855
Ørngreen, R., Knudsen, S. P., Kolbæk, D., & Jensen, R. H. S. (2021). Moodle and problem-based learning: Pedagogical designs and contradictions in the activity system. Electronic Journal of E-Learning, 19(3), 133–146. https://doi.org/10.34190/ejel.19.3.2218
Putra, A. P., Kaspul, K., & Utami, N. H. (2022). Implementasi Cldw Peningkatan Keterampilan Generik Sains Pada Pembelajaran Biologi Di Sma. Prosiding Seminar Nasional Lingkungan Lahan Basah, 7(April), 238–242. Retrieved from https://shorturl.asia/FrdsW
Putra, A. P., & Utami, N. H. (2022). Pengaruh Penggunaan Flipped Classroom Terhadap Hasil Belajar Dan Kemandirian Peserta Didik Kelas X Pada Pembelajaran Biologi. Quantum: Jurnal Inovasi Pendidikan Sains, 13(2), 271. https://doi.org/10.20527/quantum.v13i2.14355
Putra, A. P., Utami, N. H., Kaspul, K., & huldani. (2021). CLDW : Worksheet Application for Developing Science Generic Skills and Learning Outcomes. Review of Interantional Geographical Educationtional Geographical Education, 11(9), 1226–1233. https://doi.org/10.48047/rigeo.11.09.105
Putri, R. R., Khairil, K., & Safrida, S. (2022). Application of the Flipped Classroom Model Integrated with Google Classroom to the Student’s Learning Motivation. Jurnal Penelitian Pendidikan IPA, 8(1), 263–268. https://doi.org/10.29303/jppipa.v8i1.1157
Safitri, Putra, A. P., Ajiz, & A. (2022). Hasil Belajar dan Keterampilan Generik Sains pada penggunaan CLDW konsep Vertebrata di SMA kelas X. Journal of Banua Science Education, 2(2). https://doi.org/10.20527/jbse.v2i2.79
Sati, S., Setiana, D., & Amelia, A. N. (2021). Implementasi Pembelajaran E-Learning Terhadap Minat Belajar Peserta Didik di Masa Pandemi Covid-19. Jurnal Basicedu, 6(1), 51–57. https://doi.org/10.31004/basicedu.v6i1.1899
Suanse, K., & Yuenyong, C. (2021). Development of the analytic geometry flipped classroom teaching model through Google Classroom. Journal of Physics: Conference Series, 1835(1). https://doi.org/10.1088/1742-6596/1835/1/012077
Suryawan, I. P. P., Pratiwi, K. A. M., & Suharta, I. G. P. (2021). Development of Flipped Classroom Learning Combined with Google Classroom and Video Conference to Improve Students’ Learning Independent and Mathematics Learning Outcomes. Journal of Education Technology, 5(3), 375. https://doi.org/10.23887/jet.v5i3.34466
Syafei, S. S., & Mawardi, M. (2022). POGIL Model Integrated Flipped Classroom Assisted Learning Management System (LMS) for Learning Solution in ERI 4.0. Jurnal Penelitian Pendidikan IPA, 8(2), 444–451. https://doi.org/10.29303/jppipa.v8i2.1298
Syamsinar, S., Ali, S., & Arsyad, M. (2023). Pengaruh Keterampilan Berpikir Kritis dan Motivasi Berprestasi Terhadap Hasil Belajar Fisika Peserta Didik di SMA Negeri 2 Gowa. Jurnal Penelitian Pendidikan IPA, 9(1), 322–331. https://doi.org/10.29303/jppipa.v9i1.2327
Tseng, H. (2020). An exploratory study of students’ perceptions of learning management system utilisation and learning community. Research in Learning Technology, 28(1063519), 1–18. https://doi.org/10.25304/rlt.v28.2423
Utami, N. H. (2019). Meningkatkan Kemampuan Analisis dan Komunikasi Siswa Homeschooling melalui Implementasi CIRC pada Materi Sistem Ekskresi. BIOINOVED, 1(2), 83–89. http://dx.doi.org/10.20527/binov.v1i2.7861
Utami, N. H., Kaspul, K., Mispa, R., Aprilliana, I., & ... (2021). Bimbingan Teknis Representasi Visual Pada pembelajaran Biologi SMA secara Kolaboratif. Bubungan Tinggi …, September. https://doi.org/10.20527/btjpm.v3i3.2513
Zagouras, C., Egarchou, D., Skiniotis, P., & Fountana, M. (2022). Face to face or blended learning? A case study: Teacher training in the pedagogical use of ICT. Education and Information Technologies, 27(9), 12939–12967. https://doi.org/10.1007/s10639-022-11144-y
Author Biographies
Aminuddin Prahatama Putra, Universitas Lambung Mangkurat
Nurul Hidayati Utami, Universitas Lambung Mangkurat
Kaspul, Universitas Lambung Mangkurat
License
Copyright (c) 2023 Aminuddin Prahatama Putra, Nurul Hidayati Utami, Kaspul
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:
- 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.
- 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.
- 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).
