Flipped Classroom and Discovery Models Effect on Science Learning Outcomes Grade V Elementary School Students

Authors

  • Sugiharti Muria Kudus University, 59327 Kudus, Central Java, INDONESIA
  • Sri Surachmi Muria Kudus University, 59327 Kudus, Central Java, INDONESIA
  • Santoso Muria Kudus University, 59327 Kudus, Central Java, INDONESIA

DOI:

https://doi.org/10.53797/icccmjssh.v1i4.7.2022

Keywords:

Discovery, flipped classroom, learning outcomes

Abstract

In this study aims to analyze the effect of flipped classrooms and discovery models on students' science learning outcomes. Using the research instrument composed of test items and an observation checklist, data were gathered from 370 grade 5 students from the ten public elementary schools in the cluster. Wijaya Kusuma, Karangtengah, Demak to assess their knowledge and science process skills in 5th-grade elementary school learning and analyze the data using the homogeneity and normality prerequisite tests. and to analyze the hypothesis test using t-test and F-test using SPSS 25. The conclusions of the study are 1) The effect of the Flipped Classroom learning model on Learning Outcomes the Sig. is 0.006 smaller than < probability 0.05, t-count of 3.098 is greater than t-table > 2.086, 2) the effect of the Discovery model on Learning Outcomes the Sig. is 0.005 less than < probability 0.05, the t value is calculated of 3.160 is greater than t-table > 2.080, 3) Calculated F-value 94.918 > F-table 3.23. So as the basis for decision-making in the F test, it can be concluded that the hypothesis is accepted in other words, the flipped classroom and discovery models simultaneously affect learning outcomes.

Downloads

Download data is not yet available.

References

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher education research & development, 34(1), 1-14.

Andrini, V. S., Pratama, H., & Maduretno, T. W. (2019, February). The effect of flipped classroom and project based learning model on student’s critical thinking ability. In Journal of Physics: Conference Series (Vol. 1171, No. 1, p. 012010). IOP Publishing.

Ardianti, S. D., Pratiwi, I. A., & Kanzunnudin, M. (2017). Implementasi project based learning (pjbl) berpendekatan science edutainment terhadap kreativitas peserta didik. Refleksi Edukatika: Jurnal Ilmiah Kependidikan, 7(2).

Bintoro, H. S., & Sumaji, S. (2021). Proses Berpikir Spasial Ditinjau dari Kecerdasan Intrapersonal Mahasiswa Pendidikan Matematika. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(2), 1074-1087.

Dewi, A. P. (2021). Penggunaan Slide Interaktif Pada Pembelajaran Daring Materi Substansi Genetik Untuk Meningkatkan Aspek Kognitif Siswa. WASIS: Jurnal Ilmiah Pendidikan, 2(1), 55-61.

Fan, K. K., Xiao, P. W., & Su, C. (2015). The effects of learning styles and meaningful learning on the learning achievement of gamification health education curriculum. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 1211-1229.

Fulgueras, M. J., & Bautista, J. (2020). Flipped classroom: its effects on ESL learners’ critical thinking and Reading comprehension levels. International Journal of Language and Literary Studies, 2(3), 257-270.

Harun, F., Suparman., Hairun, Y., Machmud, T., & Alhaddad, I. (2021). Improving Students’ Mathematical Communication Skills through Interactive Online Learning Media Design. Journal of Technology and Humanities, 2(2), 17-23. https://doi.org/10.53797/jthkkss.v2i2.3.2021

Irawan, A., & Ruslan, D. (2019). The Effects of Learning Models of Discovery Learning and Learning Interest on Social Science Learning Outcomes in Grade VII of Junior High School of Al-Azhar Medan. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2(3), 94-105.

Juniantari, M., Pujawan, I. G. N., & Widhiasih, I. D. A. G. (2019). Pengaruh pendekatan flipped classroom terhadap pemahaman konsep matematika siswa SMA. Journal of Education Technology, 2(4), 197-204.

Kurnianto, B., Wiyanto, W., & Haryani, S. (2019). Critical thinking skills and learning outcomes by improving motivation in the Model of Flipped Classroom. Journal of Primary Education, 8(6), 282-291.

Kurniadi, G., & Purwaningrum, J. P. (2018). Kemampuan pemahaman matematis siswa melalui discovery learning berbantuan asesmen hands on activities. Anargya: Jurnal Ilmiah Pendidikan Matematika, 1(1), 8-13.

Maarif, S. (2016). Improving Junior High School Students' Mathematical Analogical Ability Using Discovery Learning Method. International Journal of Research in Education and Science, 2(1), 114-124.

Masfuah, S., & Pratiwi, I. A. (2018). Pentingnya kemampuan pemecahan masalah dan karakter bersahabat. In Prosiding Seminar Nasional Pendidikan 2018 “Penguatan Pendidikan Karakter Pada Sisw dlam Menghadapi Tantangan Global”. 2018. Kudus: Program Studi Pendidikan Guru Sekolah Dasar dan Program Studi Pendidikan Matematika FKIP Universitas Muria Kudus.

Mortensen, C. J., & Nicholson, A. M. (2015). The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today's undergraduates. Journal of animal science, 93(7), 3722-3731.

Purwaningrum, J. P. (2016). Mengembangkan kemampuan berpikir kreatif matematis melalui discovery learning berbasis scientific approach. Refleksi Edukatika: Jurnal Ilmiah Kependidikan, 6(2).

Renita Prera, W. (2019). Improving the level of HOTS (higher order thinking skills) of form 2 students by learning Thirukkural [திருக்குறள் கற்றலின் வழி படிவம் 2 மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்துதல்]. Muallim Journal of Social Sciences and Humanities, 3(1), 96-110. https://doi.org/10.33306/mjssh/08

Rudyanto, H. E. (2016). Model discovery learning dengan pendekatan saintifik bermuatan karakter untuk meningkatkan kemampuan berpikir kreatif. Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran, 4(01).

Simamora, R. E., & Saragih, S. (2019). Improving Students' Mathematical Problem Solving Ability and Self-Efficacy through Guided Discovery Learning in Local Culture Context. International Electronic Journal of Mathematics Education, 14(1), 61-72.

Setren, E., Greenberg, K., Moore, O., & Yankovich, M. (2019). Effects of the flipped classroom: Evidence from a randomized trial. School Effectiveness and Inequality Initiative, 19-113.

Trung, T. (2014). Discovery learning with the help of the geogebra dynamic geometry software. International Journal of Learning, Teaching and Educational Research, 7(1).

Ulya, H. (2021). The Implementation of ICT-Based Flipped Classroom for Linear Algebra Course. Jurnal Iqra': Kajian Ilmu Pendidikan, 6(1), 113-124.

Wahjudi, E. (2015). Penerapan discovery learning dalam pembelajaran IPA sebagai upaya untuk meningkatkan hasil belajar siswa Kelas IX-I di SMP Negeri 1 Kalianget. Jurnal Lensa, 5(1), 1-15.

Wijayatiningsih, T. D. (2019). Video Animation as Teaching Media in ELT. Prominent, 2(2).

Yulietri, F., & Mulyoto, M. (2015). Model Flipped Classroom dan Discovery Learning Pengaruhnya Terhadap Prestasi Belajar Matematika Ditinjau Dari Kemandirian Belajar. Teknodika, 13(2).

Downloads

Published

2022-08-30

How to Cite

Sugiharti, Surachmi, S., & Santoso. (2022). Flipped Classroom and Discovery Models Effect on Science Learning Outcomes Grade V Elementary School Students . ICCCM Journal of Social Sciences and Humanities, 1(4), 41–46. https://doi.org/10.53797/icccmjssh.v1i4.7.2022

Most read articles by the same author(s)

1 2 > >>