HYBRID OF CHEMISTRY LEARNING ACTIVITIES IN SECONDARY SCHOOL THROUGH DEVELOPMENT OF THE FLIPPED CLASSROOM MODEL
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Keywords

flipped classroom
hybrid activities

How to Cite

Paristiowati, M. (2019). HYBRID OF CHEMISTRY LEARNING ACTIVITIES IN SECONDARY SCHOOL THROUGH DEVELOPMENT OF THE FLIPPED CLASSROOM MODEL. Asia Proceedings of Social Sciences, 4(3), 11-13. https://doi.org/10.31580/apss.v4i3.810

Abstract

In this study hybridization of chemistry learning activities in secondary school was carried out through the development of flipped classroom models. Activity hybridization is the composition of learning inside and outside the classroom with appropriate supporting modules and learning videos. Variations in the composition of learning activities inside and outside the classroom are done through a flipped classroom model that is integrated with the Problem-Based Learning (PBL) and Inquiry models. The research was conducted by the development research method from Richey and Klein, with the implementation stage using experimental strategies, 2x2 treatment by level design and nonequivalent control group design. The results of the implementation show that on the topic of the Reaction Rate, the hybridization composition of activities inside and outside the classroom with flipped classroom-PBL models can improve scientific literacy and flipped classroom models-inquiry can improve student learning outcomes in secondary school.

https://doi.org/10.31580/apss.v4i3.810
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References

Eichler, J. F., & Peeples, J. (2016). Flipped classroom modules for large enrollment general chemistry courses: A low barrier approach to increase active learning and improve student grades. Chemistry Education Research and Practice, 17(1), 197–208. https://doi.org/10.1039/c5rp00159e
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0
Olakanmi, E. E. (2017). The Effects of a Flipped Classroom Model of Instruction on Students’ Performance and Attitudes Towards Chemistry. Journal of Science Education and Technology, 26(1), 127–137. https://doi.org/10.1007/s10956-016-9657-x
Paristiowati, M., Fitriani, E., & Aldi, N. H. (2017). The effect of inquiry-flipped classroom model toward students’ achievement on chemical reaction rate. AIP Conference Proceedings, 1868(August). https://doi.org/10.1063/1.4995105
Richey, Rita C. and James D. Klein. (2007). Design and Development Research, Methods Strategies and Issues, New Jersey: Lawrence Erlbaum Associates
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