The Effect of Flipped-Problem Based Learning Model Integrated With LMS-Google Classroom for Senior High School Students

Year 2019, Volume: 7 Issue: 2, 137 - 158, 27.06.2019

Rahmi Ramadhani Rofiqul Umam Abdurrahman Abdurrahman Muhamad Syazali

https://doi.org/10.17478/jegys.548350

Cited By: 57

Abstract

The
purpose of this study was to determine the effect of using the LMS-Google
Classroom-based Flipped-Problem Based Learning model in the process of learning
mathematics in high schools in Medan, North Sumatra, Indonesia.In this study also saw the interaction
between the level of Prior Mathematics Ability (PMA) of students with the
application of flipped-problem based learning models based on LMS-Google
Classroom. PMA students consist of high, medium and low. The
Flipped-Problem Based Learning Model based on LMS-Google Classroom is a learning
model that combines digital class-based learning and face-to-face learning.
This research is quasi-experiment research with pre-test post-test control
group design. The sample in this study was the second level high school
students from two schools totaling 62 people. The results of the study were
analyzed using SPSS 25.0 with Two-way ANAVA Test and Post Hoc-LSD Test. Based
on the analysis test, it was found that the average mathematics learning
outcomes of students taught using the Flipped-Problem Based Learning model
based on Google Classroom LMS experienced a significant increase compared to
conventional learning. The results of the questionnaire in learning also
obtained results that students at the second level of high school felt
enthusiastic, motivated and eager to take part in learning in the classroom.
Digital-based learning with the model of Flipped-Problem Based Learning based
on LMS-Google Classroom provides a new experience for second-level students in
High School in participating in mathematics learning both in class and outside
the classroom.

Keywords

Flipped-Problem Based Learning, Blended Learning, LMS-Google Classroom, Mathematics Learning

References

• Abdurrahman, Cris Ayu Setiyaningsih, T. J. (2019). Implementating Multiple Representation-Based Worksheet to Develop Critical Thinking Skills. Journal of Turkish Science Education, 16(1), 138–155. https://doi.org/10.12973/tused.10271a
• Abdurrahman, Saregar, A., & Umam, R. (2018). The Effect of Feedback as soft scaffolding on onggoing assessment toward the quantum physics concept mastery of the prospective physics teachers. Jurnal Pendidikan IPA Indonesia, 7(1), 34–40. https://doi.org/10.15294/jpii.v6i2.7239
• Abdurrahman, A., Nurulsari, N., Maulina, H., & Ariyani, F. (2019). Design and Validation of Inquiry-based STEM Learning Strategy as a Powerful Alternative Solution to Facilitate Gifted Students Facing 21st Century Challenging To cite this article : Journal for the Education of Gifted Young, 7(March), 33–56. https://doi.org/10.17478/jegys.513308
• Abid Azhar, K., & Iqbal, N. (2018). Effectiveness of Google Classroom: Teachers’ Perceptions. Prizen Social Sciemce Journal, 2(2). Retrieved from https://www.researchgate.net/publication/327417783
• Ahmed, H. O. . (2016). Flipped Learning As A New Educational Paradigm: An Analytical Critical Study. European Scientific Journal, 12(10), 417–444. https://doi.org/doi: 10.19044/esj.2016.v12n10p417
• Akkoyunlu, B., & Soylu, M. Y. (2008). A Study of Student’s Perceptions in a Blended Learning Environment Based on Different Learning Styles. Educational Technology & Society, 11(1), 183–193.
• Al-Huneidi, A. M., & Schreurs, J. (2012). Constructivism Based Blended Learning in Higher Education. IJET, 7(1), 4–9. https://doi.org/http://dx.doi.org/10.3991/ijet.v7i1.1792
• Andrade, M., & Coutinho, C. (2016). Implementing Flipped Classroom in Blended Learning environments: a Proposal Based on the Cognitive Flexibility Theory. E-Learn , 1115–1125. Retrieved from https://core.ac.uk/download/pdf/76177074.pdf
• Borba, M. C., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., & Aguilar, M. S. (2016). Blended learning, e-learning and mobile learning in mathematics education. ZDM, 48(5), 589–610. https://doi.org/10.1007/s11858-016-0798-4
• Capone, R., De Caterina, P., & Mazza, G. (2017). Blended Learning, Flipped Classroom, and Virtual Environment: Challenges and Opportunities for The 21st Century Students. Proceedings of EDULEARN17 Conference, 10478–10482. Barcelona, Spain.
• Çevikbaş, M., & Argün, Z. (2017). An Innovative Learning Model in Digital Age: Flipped Classroom. Journal of Education and Training Studies, 5(11). https://doi.org/10.11114/jets.v5i11.2322
• Chin, C., Munip, H., Miyadera, R., Thoe, N., Ch’ng, Y., & Promsing, N. (2018). Promoting Education for Sustainable Development in Teacher Education integrating Blended Learning and Digital Tools: An Evaluation with Exemplary Cases. Eurasia Journal of Mathematics, Science and Technology Education, 15(1). https://doi.org/10.29333/ejmste/99513
• D’addato, T., & Miller, L. R. (2016). An Inquiry Into Flipped Learning in Fourth Grade Math Instruction. Canadian Journal of Action Research, 17(2), 33–35.
• Dočekal, V., & Tulinská, H. (2015). ScienceDirect The impact of technology on education theory. Procedia-Social and Behavioral Sciences, 174, 3765–3771. https://doi.org/10.1016/j.sbspro.2015.01.1111
• Eady, M. J., & Lockyer, L. (2013). Tools for learning: technology and teaching strategies. In Teach in the Primary School. Retrieved from http://ro.uow.edu.au/asdpapers/403
• Ernest, P., Skovsmose, O., van Bendegem, J. P., Bicudo, M., Miarka, R., Kvasz, L., & Moeller, R. (2016). The Philosophy of Mathematics Education. (July). https://doi.org/10.1007/978-3-319-40569-8
• Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2), 175–191. Retrieved from www.ijres.net
• Gladys Ann O. Malto, Dalida, C. S., & Lagunzad, C. G. B. (2018). Flipped Classroom Approach in Teaching Biology: Assessing Students’ Academic Achievement and Attitude Towards Biology. 4th International Research Conference on Higher Education, 540–544. https://doi.org/10.18502/kss.v3i6.2403
• Hake, R. . (1999). Analyzing Change/Gain Score. Retrieved from http://www.physics.indiana.edu/sdi.AnalyzingChange-Gain.pdf
• Harahap, F., & Manurung, B. (2019). The Effect of Blended Learning on Student’s Learning Achievement and Science Process Skills in Plant Tissue Culture Course. International Journal of Instruction, 12(1), 521. https://doi.org/10.29333/iji.2019.12134a
• Heidari, R., & Rajabi, F. (2017). An Investigation of the Relationship between Mathematics Performance of Students in a Non-Routine Problem, according to Grade and Gender. International Journal of Innovation in Science and Mathematics Education, 25(3), 11–19.
• Hu, Y. H., Xing, J., & Tu, L. P. (2018). The effect of a problem-oriented teaching method on university mathematics learning. Eurasia Journal of Mathematics, Science and Technology Education. https://doi.org/10.29333/EJMSTE/85108
• Larsen, J. (2015). Adult Students’ Experiences of a Flipped Mathematics Classroom. Adults Learning Mathematics: An International Journal, 10(1), 50–67. Retrieved from https://files.eric.ed.gov/fulltext/EJ1077724.pdf
• Lavicza, Z. (2010). Integrating technology into mathematics teaching at the university level. ZDM, 42(1), 105–119. https://doi.org/10.1007/s11858-009-0225-1
• Lefa, B. (2014). The Piaget Theory of Cognitive Development: An Educational. (September).
• Lestari, F., Saryantono, B., Syazali, M., Saregar, A., Madiyo, M., Jauhariyah, D., & Umam, R. (2019). Cooperative Learning Application with the Method of “Network Tree Concept Map” : Based on Japanese Learning System Approach. Journal for the Education of Gifted Young Scientists, 7(1), 15–32. Retrieved from http://dergipark.gov.tr/jegys/issue/44329/471466
• Loch, B., Borland, R., & Sukhorukova, N. (2016). How to engage students in blended learning in a mathematics course: The students’ views. Retrieved from http://2016conference.ascilite.org/wp-content/uploads/ascilite2016_loch_concise.pdf
• Lopes, A. P., & Soares, F. (2018). Flipping A Mathematics Course, A Blended Learning Approach. Proceedings of INTED2018 Conference, 3844–3853. Retrieved from http://recipp.ipp.pt/bitstream/10400.22/12042/1/03_Flipping a Mathematics Course%2C a blended learning approach.pdf
• Maskur, R., Syazali, M., & Utami, L. F. (2019). Islamic-Nuanced Calculus Module with Open-Ended Approach in Real Number System Material. Journal of Physics: Conference Series, 1155(1). https://doi.org/10.1088/1742-6596/1155/1/012081
• Maya, R., & Sumarmo, U. (2011). Mathematical Understanding and Proving Abilities: Experiment With Undergraduate Student By Using Modified Moore Learning Approach. Journal on Mathematics Education, 2(2), 231–250.
• Murati, R., & Ceka, A. (2017). The Use of Technology in Educational Teaching. Journal of Education and Practice, 8(6).
• O’flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review ☆. The Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
• Ozdamli, F., & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues, 8(2), 98–105.
• Ramadhani, R., & Narpila, S. D. (2018). Problem based learning method with geogebra in mathematical learning. International Journal of Engineering and Technology(UAE), 7(3.2 Special Issue 2).
• Rohman, F. (2017). Google Classroom: Jadikan Kelas Digital di Genggaman Anda. Bojonegoro: Pustaka Intermedia.
• Rufaidah, E., AtIrsyadi, K. A., Saregar, A., & Umam, R. (2018). The Effect of HALAL Label to Increase Domestic and International Tourism : Case Study In Lombok, Indonesia. International Journal of Management and Business Research, 8(4), 29–36.
• Sa’ad, T. U., Adamu, A., & Sadiq, A. M. (2014). The Causes of Poor Performance in Mathematics among Public Senior Secondary School Students in Azare Metropolis of Bauchi State, Nigeria. IOSR Journal of Research & Method in Education (IOSR-JRME), 4(6), 32–40. Retrieved from www.iosrjournals.org
• Salkind, N. . (2007). Encyclopedia of Measurement and Statistica Volume 2. United States of America: SAGE Publications, Inc.
• Scholarsarchive, B., & Young, L. L. (2014). Online Student Discussions in a Blended Learning Classroom: Reconciling Conflicts Between a Flipped Instruction Model and Reform-Based Mathematics (Brigham Young University). Retrieved from https://scholarsarchive.byu.edu/etd/4209
• Shah, S. A. (2013). ScienceDirect Making the Teacher Relevant and Effective in a Technology-Led Teaching and Learning Environment. Procedia-Social and Behavioral Sciences, 103, 612–620. https://doi.org/10.1016/j.sbspro.2013.10.379
• Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended learning. Retrieved from https://www.christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning.pdf
• Strohmyer, D. (2016). Student Perceptions of Flipped Learning in a High School Math Classroom (Walden University). Retrieved from http://scholarworks.waldenu.edu/dissertations
• Syahrir, S., Syazali, M., Maskur, R., Amrulloh, M. A., Sada, H. J., & Listiani, B. (2019). Calculus Module for Derivative Application Materials with an Islamic Contextual Teaching and Learning Approach. Journal of Physics: Conference Series, 1155(1). https://doi.org/10.1088/1742-6596/1155/1/012079
• Syazali, M. (2015). Pengaruh Model Pembelajaran Creative Problem Solving Berbantuan Maple II Terhadap Kemampuan Pemecahan Masalah Matematis. Al-Jabar : Jurnal Pendidikan Matematika, 6(1), 91–98. https://doi.org/https://doi.org/10.24042/ajpm.v6i1.58
• Syazali, M., Putra, F. G., Rinaldi, A., Utami, L. F., Widayanti, Jermsittiparsert, K., & Umam, R. (2019). Partial correlation analysis using multiple linear regression: Impact on business environment of digital marketing interest in the era of industrial revolution 4.0. Management Science Letters, 9.
• Syazali, M., Sari, N. R., Sukawati, S., Sari, W. R., Pertiwi, S. D., Putra, A., & Putra, F. G. (2019). Islamic-Nuanced Linear Algebra Module with Problem-Based Learning Approach for Linear Equation System Material. Journal of Physics: Conference Series, 1155(1). https://doi.org/10.1088/1742-6596/1155/1/012097
• Torii, C. V., & Carmen, A. (2013). The Impact of Educational Technology on the Learning Styles of Students. Procedia-Social and Behavioral Sciences, 83, 851–855.
• Tsai, T., Lin, J., & Lin, L. (2017). A Flip Blended Learning Approach for ePUB3 eBook-based Course Design and Implementation. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 123–144. https://doi.org/10.12973/ejmste/79629