A Flipped Classroom Learning Model Based on Social and Emotional Learning to Improve the Pancasila Student Profile Values in Science and Environment Learning
DOI:
10.29303/jppipa.v10i8.8357Published:
2024-08-25Issue:
Vol. 10 No. 8 (2024): AugustKeywords:
Emotional learning, Flipped classroom, Pancasila student profileResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
This research is motivated by the low Pancasila student profile values in elementary school students, caused by suboptimal learning processes that need to facilitate active student interaction, provide more time for individualized approaches, support 21st-century skills, focus on character development, and leverage technology. Hence, there is a need to develop a learning model that addresses these aspects. This research aims to develop a flipped classroom learning model based on social and emotional learning that is valid and effective in improving the Pancasila student profile values in elementary school students. This research employs the ADDIE model for development and involves nine validators and 200 elementary school students. The research instruments include observation sheets, validation questionnaires, and Pancasila student profile questionnaires. Data analysis techniques include descriptive statistical analysis and T-test statistical analysis using the JAMOVI application. The results of this study demonstrate that the developed flipped classroom learning model based on social and emotional learning is valid and effective in improving the Pancasila student profile values in elementary school students. The implications of this research can serve as a foundation for developing and enhancing the Pancasila student profile values in elementary school students.
References
Aeiniq, D. N., & Alfiansyah, I. (2023). Analysis Of Influence The Pancasila Student Profile Strengthening Project On Literacy Ability In Elementary Schools. Jurnal Cakrawala Pendas, 9(4), 686–697. https://doi.org/10.31949/jcp.v9i4.6635
Ahmed, I., Hamzah, A. B., & Abdullah, M. N. L. Y. B. (2020). Effect of social and emotional learning approach on students’ social- emotional competence. International Journal of Instruction, 13(4), 663–676. https://doi.org/10.29333/iji.2020.13441a
Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2020). A flipped classroom model in higher education: a review of the evidence across disciplines. Educational Technology Research and Development, 68(3), 1017–1051. https://doi.org/10.1007/s11423-019-09718-8
Albaladejo-Blázquez, N., Ferrer-Cascales, R., Ruiz-Robledillo, N., Sánchez-Sansegundo, M., Fernández-Alcántara, M., Delvecchio, E., & Arango-Lasprilla, J. C. (2019). Health-related quality of life and mental health of adolescents involved in school bullying and homophobic verbal content bullying. International Journal of Environmental Research and Public Health, 16(14). https://doi.org/10.3390/ijerph16142622
Anita, Y., Kenedi, A. K., & Hamimah, H. (2023). Science Electronic Teaching Materials Based on Social-Emotional Learning as An Attempt To Enhance The Value of Pancasila Student Profiles of Elementary School Student. European Alliance for Innovation. https://doi.org/10.4108/eai.26-11-2022.2339552
Anita, Y., Kiswanto Kenedi, A., Azizah, Z., Safitri, S., & Khairani, R. (2023). Pelatihan Pengembangan Proyek Penguatan Profil Pelajar Pancasila Berbasis Teknologi untuk Guru Sekolah Dasar. Jurnal Pengabdian Masyarakat, 6(2). https://doi.org/10.32529/tano.v6i2.2652
Anita, Y., Waldi, A., Akmal, A. U., Kenedi, A. K., Hamimah, H., Arwin, A., & Masniladevi, M. (2022). Pengembangan Bahan Ajar Elektronik Berbasis Social and Emotional Learning untuk Meningkatkan Nilai Profil Pelajar Pancasila Siswa Sekolah Dasar. Jurnal Basicedu, 6(4), 7087–7095. https://doi.org/10.31004/basicedu.v6i4.3280
Astuti, T., Handoyo, E., & Rosulina, P. (2022). Strengthening The Dimensions of Pancasila Student Profile In School Mover In the Era Of Industrial Revolution 4.0. Al-Bidayah: Jurnal Pendidikan Dasar Islam, 14(2), 297–316. https://doi.org/10.14421/albidayah.v14i2.837
Aulia, F., & Budi Utami, W. (2023). Development of the Life Skills Learning Model for Elementary School students as Strengthening the Pancasila Student Profile. TP-Jurnal Teknologi Pendidikan, 25(2), 315–322. https://doi.org/10.21009/JTP2001.6
Bārdule, K. (2021). Applying Flipped Learning Approach in EFL Classroom In Liepaja Centre Primary School. Proceedings of the International Scientific Conference, 2, 72–83. https://doi.org/10.17770/sie2021vol2.6461
Billy, R. J. F., & Garríguez, C. M. (2021). Why Not Social and Emotional Learning? English Language Teaching, 14(4), 9. https://doi.org/10.5539/elt.v14n4p9
Boevé, A. J., Meijer, R. R., Bosker, R. J., Vugteveen, J., Hoekstra, R., & Albers, C. J. (2017). Implementing the flipped classroom: an exploration of study behaviour and student performance. Higher Education, 74(6), 1015–1032. https://doi.org/10.1007/s10734-016-0104-y
Cevikbas, M., & Kaiser, G. (2022). Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study. Sustainability, 14. https://doi.org/10.3390/su141811393
Chamisijatin, L., Pantiwati, Y., Zaenab, S., & Aldya, R. F. (2023). The implementation of projects for strengthening the profile of Pancasila students in the implementation of the independent learning curriculum. Journal of Community Service and Empowerment, 4(1), 38–48. https://doi.org/10.22219/jcse.v4i1.24679
Cho, H. J., Zhao, K., Lee, C. R., Runshe, D., & Krousgrill, C. (2021). Active learning through flipped classroom in mechanical engineering: improving students’ perception of learning and performance. International Journal of STEM Education, 8(1). https://doi.org/10.1186/s40594-021-00302-2
Colomo-Magaña, E., Soto-Varela, R., Ruiz-Palmero, J., & Gómez-García, M. (2020). University students’ perception of the usefulness of the flipped classroom methodology. Education Sciences, 10(10), 1–19. https://doi.org/10.3390/educsci10100275
Darmawati, A. Z., & Azizah, U. (2023). Development of Learning Tools With Flipped Classroom Models to Train Critical Thinking Skills for 4 th Grade Elementary School Students. Studies in Philosophy of Science and Education, 4(2). https://doi.org/10.46627/sipose
Díaz, M. J. S., Antequera, J. G., & Pizarro, M. C. (2021). Flipped classroom in the context of higher education: Learning, satisfaction and interaction. Education Sciences, 11(8). https://doi.org/10.3390/educsci11080416
Dusengimana, C., Munyemana, J. J., & Mugabe, G. (2023). Trends in the use of Flipped Classroom Model and its Effectiveness in Higher Learning Education: A Systematic Review. African Educational Research Journal, 11(4), 616–633. Retrieved from https://eric.ed.gov/?id=EJ1412613
Etemadfar, P., Soozandehfar, S. M. A., & Namaziandost, E. (2020). An account of EFL learners’ listening comprehension and critical thinking in the flipped classroom model. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1835150
Ferdiansyah, D., & Kaltsum, H. U. (2023). Teacher’s Strategy in Growing Student Creativity through the Pancasila Student Profile Strengthening Project. Jurnal Ilmiah Sekolah Dasar, 7(1), 46–54. https://doi.org/10.23887/jisd.v7i1.55198
Feuerborn, L. L., & Gueldner, B. (2019). Mindfulness and Social-Emotional Competencies: Proposing Connections Through a Review of the Research. Mindfulness, 10, 1707–1720. https://doi.org/10.1007/s12671-019-01101-1
Firdaus, R., & Diah Utami, R. (2023). Entrepreneurship in Grade 4 Elementary School Students (Examining the implementation of the Pancasila Student Profile Strengthening Project. Journal of Research and Educational Research Evaluation, 12(1), 2023–2076. Retrieved from http://journal.unnes.ac.id/sju/index.php/jere
Hoshang, S., Hilal, T. A., & Hilal, H. A. (2021). Investigating the acceptance of flipped classroom and suggested recommendations. Procedia Computer Science, 184, 411–418. https://doi.org/10.1016/j.procs.2021.03.052
Husni, H. (2020). The Effect of Inquiry-based Learning on Religious Subjects Learning Activities: An Experimental Study in High Schools. Jurnal Penelitian Pendidikan Islam, 8(1), 43. https://doi.org/10.36667/jppi.v8i1.434
Jaakkola, N., Karvinen, M., Hakio, K., Wolff, L. A., Mattelmäki, T., & Friman, M. (2022). Becoming Self-Aware—How Do Self-Awareness and Transformative Learning Fit in the Sustainability Competency Discourse? Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.855583
Khoirunikmah, B., Marmoah, S., & Indriayu, M. (2022). The Effect of Social Skills and Emotional Intelligence on Learning Outcomes of Elementary School Students. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 14(2), 877-894. https://doi.org/10.37680/qalamuna.v14i2.3779
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education, 100, 126–140. https://doi.org/10.1016/j.compedu.2016.05.006
Nurhayati, Jamaris, & Marsidin, S. (2022). Strengthening Pancasila student profiles in independent learning curriculum in elementary school. International Journal of Humanities Education and Social Sciences (IJHESS), 1(6). https://doi.org/10.55227/ijhess.v1i6.183
Oudbier, J., Spaai, G., Timmermans, K., & Boerboom, T. (2022). Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review. BMC Medical Education, 22(1). https://doi.org/10.1186/s12909-021-03052-5
Paolini, A. (2019). Social Emotional Learning: Role of the School Counselor in Promoting College and Career Readiness. Anatolian Journal of Education, 4(1). https://doi.org/10.29333/aje.2019.411a
Prawati, R. E., & Ramadan, Z. H. (2023). The PJBL Model on Increasing the Pancasila Student Profile (P3) of Grade IV Elementary School Students. MIMBAR PGSD Undiksha, 11(2), 335–343. https://doi.org/10.23887/jjpgsd.v11i2.64395
Ramadhani, D., Kenedi, A. K., Rafli, M. F., Sumantri, M. S., Zainil, M., & Iasha, V. (2023). Preliminary Study of Culture-Based Electronic Storybook Advancement for Elementary School Students In Enhancing Profile Value of Pancasila Student. European Alliance for Innovation. https://doi.org/10.4108/eai.26-11-2022.2339607
Sahudra, T., Kenedi, A., & Asnawi, A. (2023). Preliminary Study of Ethno-Social Learning Advancement to Enhance the Value of Pancasila Student Profiles. European Alliance for Innovation. https://doi.org/10.4108/eai.21-10-2022.2329700
Saputro, D. D., & Rusnilawati. (2023). Flipped Learning with Google Classroom in Improving Learning Outcomes and Independent Attitudes. Jurnal Pendidikan Dan Pengajaran, 56(1), 103–113. https://doi.org/10.23887/jpp.v56i1.58211
Sigurðardóttir, M. S., & Heijstra, T. M. (2020). Mixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment. The Canadian Journal for the Scholarship of Teaching and Learning, 11(1). https://doi.org/10.5206/cjsotl-rcacea.2020.1.8098
Susanti, A., Darmansyah, A., Tyas, D. N., Hidayat, R., Syahputri, D. O., Wulandari, S., & Rahmasari, A. (2023). The Implementation of Project for Strengthening the Profile of Pancasila Students in the Independent Curriculum for Elementary School Students. IJECA (International Journal of Education and Curriculum Application, 6(2), 113. https://doi.org/10.31764/ijeca.v6i2.15474
Tang, Y., & He, W. (2023). Relationship between emotional intelligence and learning motivation among college students during the COVID-19 pandemic: A serial mediation model. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1109569
Ugur, H., Constantinescu, P. M., & Stevens, M. J. (2015). Self-awareness and personal growth: Theory and application of bloom’s taxonomy. Eurasian Journal of Educational Research, 60, 89–110. https://doi.org/10.14689/ejer.2015.60.6
Utari, D., & Afendi, A. R. (2022). Implementation of Pancasila Student Profile in Elementary School Education with Project-Based Learning Approach. EduLine: Journal of Education and Learning Innovation, 2(4), 456–464. https://doi.org/10.35877/454ri.eduline1280
Velegol, S. B., Zappe, S. E., & Mahoney, E. (2015). Advances in Engineering Education The Evolution of a Flipped Classroom: Evidence-Based Recommendations. Advances in Engineering Education, 4(3). Retrieved from https://eric.ed.gov/?id=EJ1076140
Winter, J. W. (2018). Analysis of knowledge construction during group space activities in a flipped learning course. Journal of Computer Assisted Learning, 34(6), 720–730. https://doi.org/10.1111/jcal.12279
Author Biographies
Yesi Anita, Universitas Negeri Padang
Ary Kiswanto Kenedi, Universitas Samudra
Rafhi Febryan Putera, Universitas Negeri Padang
Hasmai Bungsu Ladiva, Universitas Negeri Padang
Nurul Qolbi, Universitas Negeri Padang
Atika Ulya Akmal, Universitas Negeri Padang
License
Copyright (c) 2024 Yesi Anita, Ary Kiswanto Kenedi, Rafhi Febryan Putera, Hasmai Bungsu Ladiva, Nurul Qolbi, Elpina, Atika Ulya Akmal
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).
