Implementasi Flipped Classroom Menggunakan Media Mind Mapping pada Asesmen Pembelajaran Kimia
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Published:
Dec 31, 2022
Keywords:
assesmen of chemistry instruction, flipped classroom, mind mapping
Main Article Content
Abstract
One of the learning models that is in line with the transition of the curriculum from teacher-centered to student-centered, namely the flipped classroom model. This study aims to determine the effect of the flipped classroom model with mind mapping media on student learning outcomes in the chemistry learning assessment subject. The type of research used is quasi-experimental with a control-group post test only design. The research sample is chemistry education students in the fifth semester. A total of 33 students in the experimental class and 33 students in the control class. The experimental class uses the flipped classroom model with Mind mapping media. The control class uses a direct learning model with the discussion method. The instrument used is in the form of essay questions on the Mid Semester Examination and the Final Semester Examination. The data obtained were analyzed by Independent sample t-test using Microsoft Excel. The results obtained are t-stat > t-critical (t-stat = 4.29, t-critical = 1.67). The results of the analysis show that students who go through the learning process using the flipped classroom model with Mind mapping media have higher learning outcomes compared to students who use the direct learning model with the discussion method.
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How to Cite
M, M., & Alqadri, Z. (2022). Implementasi Flipped Classroom Menggunakan Media Mind Mapping pada Asesmen Pembelajaran Kimia. Orbital: Jurnal Pendidikan Kimia, 6(2), 114-123. https://doi.org/10.19109/ojpk.v6i2.15037
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Articles
How to Cite
M, M., & Alqadri, Z. (2022). Implementasi Flipped Classroom Menggunakan Media Mind Mapping pada Asesmen Pembelajaran Kimia. Orbital: Jurnal Pendidikan Kimia, 6(2), 114-123. https://doi.org/10.19109/ojpk.v6i2.15037
References
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Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
Arifin, Z. (2011). Penelitian Pendidikan. PT Remaja Rosdakarya.
Bokosmaty, R., Bridgeman, A., & Muir, M. (2019). Using a Partially Flipped Learning Model To Teach First Year Undergraduate Chemistry. Journal of Chemical Education, 96(4), 629–639. https://doi.org/10.1021/acs.jchemed.8b00414
Eichler, J. F. (2022). Future of the Flipped Classroom in Chemistry Education: Recognizing the Value of Independent Preclass Learning and Promoting Deeper Understanding of Chemical Ways of Thinking During In-Person Instruction. Journal of Chemical Education, 99(3), 1503–1508. https://doi.org/10.1021/acs.jchemed.1c01115
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
El Miedany, Y. (2019). Flipped Learning. In Rheumatology Teaching (pp. 285–303). Springer International Publishing. https://doi.org/10.1007/978-3-319-98213-7_15
Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: is it effective? Chemistry Education Research and Practice, 16(1), 179–186. https://doi.org/10.1039/C4RP00230J
Maemunah, S., Suryaningsih, S., & Yunita, L. (2019). Kemampuan Pemecahan Masalah Melalui Model Flipped Classroom Pada Pembelajaran Kimia Abad Ke 21. Orbital: Jurnal Pendidikan Kimia, 3(2), 143–154.
McCabe, A., & O’Connor, U. (2014). Student-centred learning: the role and responsibility of the lecturer. Teaching in Higher Education, 19(4), 350–359. https://doi.org/10.1080/13562517.2013.860111
Ningrum, W. P. (2018). Penerapan model pembelajaran berpusat siswa dalam mengembangkan keterampilan proses sains dan pemecahan masalah siswa. Orbital: Jurnal Pendidikan Kimia, 2(2), 71–79. https://doi.org/10.19109/ojpk.v2i2.2608
Partanen, L. (2020). How student-centred teaching in quantum chemistry affects students’ experiences of learning and motivation—a self-determination theory perspective. Chemistry Education Research and Practice, 21(1), 79–94. https://doi.org/10.1039/C9RP00036D
Popova, S. V, Petrischeva, L. P., Popova, E. E., & Ushakova, O. V. (2020). Modern educational formats: technology of flipped chemistry teaching. Journal of Physics: Conference Series, 1691(1), 012193. https://doi.org/10.1088/1742-6596/1691/1/012193
Reid, S. A. (2016). A flipped classroom redesign in general chemistry. Chemistry Education Research and Practice, 17(4), 914–922. https://doi.org/10.1039/C6RP00129G
Ryan, M. D., & Reid, S. A. (2016). Impact of the Flipped Classroom on Student Performance and Retention: A Parallel Controlled Study in General Chemistry. Journal of Chemical Education, 93(1), 13–23. https://doi.org/10.1021/acs.jchemed.5b00717
Schultz, D., Duffield, S., Rasmussen, S. C., & Wageman, J. (2014). Effects of the Flipped Classroom Model on Student Performance for Advanced Placement High School Chemistry Students. Journal of Chemical Education, 91(9), 1334–1339. https://doi.org/10.1021/ed400868x
Senjaya, P., Kotamena, F., Ong, F., Andika, C. B., Purwanto, A., & Pramono, R. (2020). School environmental influences, student discipline and learning motivation toward increasing senior high students achievement. International Journal of Advanced Science and Technology, 29(5), 4572–4586.
Srinivasan, S., Gibbons, R. E., Murphy, K. L., & Raker, J. (2018). Flipped classroom use in chemistry education: results from a survey of postsecondary faculty members. Chemistry Education Research and Practice, 19(4), 1307–1318. https://doi.org/10.1039/C8RP00094H
Trogden, B. G. (2015). ConfChem Conference on Flipped Classroom: Reclaiming Face Time—How an Organic Chemistry Flipped Classroom Provided Access to Increased Guided Engagement. Journal of Chemical Education, 92(9), 1570–1571. https://doi.org/10.1021/ed500914w
Wu, H.-T., Mortezaei, K., Alvelais, T., Henbest, G., Murphy, C., Yezierski, E. J., & Eichler, J. F. (2021). Incorporating concept development activities into a flipped classroom structure: using PhET simulations to put a twist on the flip. Chemistry Education Research and Practice, 22(4), 842–854. https://doi.org/10.1039/D1RP00086A
Aidoo, B., Macdonald, M. A., Vesterinen, V.-M., Pétursdóttir, S., & Gísladóttir, 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 & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
Arifin, Z. (2011). Penelitian Pendidikan. PT Remaja Rosdakarya.
Bokosmaty, R., Bridgeman, A., & Muir, M. (2019). Using a Partially Flipped Learning Model To Teach First Year Undergraduate Chemistry. Journal of Chemical Education, 96(4), 629–639. https://doi.org/10.1021/acs.jchemed.8b00414
Eichler, J. F. (2022). Future of the Flipped Classroom in Chemistry Education: Recognizing the Value of Independent Preclass Learning and Promoting Deeper Understanding of Chemical Ways of Thinking During In-Person Instruction. Journal of Chemical Education, 99(3), 1503–1508. https://doi.org/10.1021/acs.jchemed.1c01115
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
El Miedany, Y. (2019). Flipped Learning. In Rheumatology Teaching (pp. 285–303). Springer International Publishing. https://doi.org/10.1007/978-3-319-98213-7_15
Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: is it effective? Chemistry Education Research and Practice, 16(1), 179–186. https://doi.org/10.1039/C4RP00230J
Maemunah, S., Suryaningsih, S., & Yunita, L. (2019). Kemampuan Pemecahan Masalah Melalui Model Flipped Classroom Pada Pembelajaran Kimia Abad Ke 21. Orbital: Jurnal Pendidikan Kimia, 3(2), 143–154.
McCabe, A., & O’Connor, U. (2014). Student-centred learning: the role and responsibility of the lecturer. Teaching in Higher Education, 19(4), 350–359. https://doi.org/10.1080/13562517.2013.860111
Ningrum, W. P. (2018). Penerapan model pembelajaran berpusat siswa dalam mengembangkan keterampilan proses sains dan pemecahan masalah siswa. Orbital: Jurnal Pendidikan Kimia, 2(2), 71–79. https://doi.org/10.19109/ojpk.v2i2.2608
Partanen, L. (2020). How student-centred teaching in quantum chemistry affects students’ experiences of learning and motivation—a self-determination theory perspective. Chemistry Education Research and Practice, 21(1), 79–94. https://doi.org/10.1039/C9RP00036D
Popova, S. V, Petrischeva, L. P., Popova, E. E., & Ushakova, O. V. (2020). Modern educational formats: technology of flipped chemistry teaching. Journal of Physics: Conference Series, 1691(1), 012193. https://doi.org/10.1088/1742-6596/1691/1/012193
Reid, S. A. (2016). A flipped classroom redesign in general chemistry. Chemistry Education Research and Practice, 17(4), 914–922. https://doi.org/10.1039/C6RP00129G
Ryan, M. D., & Reid, S. A. (2016). Impact of the Flipped Classroom on Student Performance and Retention: A Parallel Controlled Study in General Chemistry. Journal of Chemical Education, 93(1), 13–23. https://doi.org/10.1021/acs.jchemed.5b00717
Schultz, D., Duffield, S., Rasmussen, S. C., & Wageman, J. (2014). Effects of the Flipped Classroom Model on Student Performance for Advanced Placement High School Chemistry Students. Journal of Chemical Education, 91(9), 1334–1339. https://doi.org/10.1021/ed400868x
Senjaya, P., Kotamena, F., Ong, F., Andika, C. B., Purwanto, A., & Pramono, R. (2020). School environmental influences, student discipline and learning motivation toward increasing senior high students achievement. International Journal of Advanced Science and Technology, 29(5), 4572–4586.
Srinivasan, S., Gibbons, R. E., Murphy, K. L., & Raker, J. (2018). Flipped classroom use in chemistry education: results from a survey of postsecondary faculty members. Chemistry Education Research and Practice, 19(4), 1307–1318. https://doi.org/10.1039/C8RP00094H
Trogden, B. G. (2015). ConfChem Conference on Flipped Classroom: Reclaiming Face Time—How an Organic Chemistry Flipped Classroom Provided Access to Increased Guided Engagement. Journal of Chemical Education, 92(9), 1570–1571. https://doi.org/10.1021/ed500914w
Wu, H.-T., Mortezaei, K., Alvelais, T., Henbest, G., Murphy, C., Yezierski, E. J., & Eichler, J. F. (2021). Incorporating concept development activities into a flipped classroom structure: using PhET simulations to put a twist on the flip. Chemistry Education Research and Practice, 22(4), 842–854. https://doi.org/10.1039/D1RP00086A