Teaching Design Utilizing a Flipped Classroom Model for Increasing

Student’s Learning Achievement

Vera Septi Andrini

STKIP PGRI Nganjuk, Jl. A.R Saleh No.21 Nganjuk, Indonesia.

Keywords: Flipped Classroom, Learning Achievement, Instructional Media, Module, Digital On-Line

Abstract: The purposes of this research are (1) to design learning by using flipped classroom model in colleges, (2) to

describe the validity of the use of flipped classroom to improve the learning results. This study is a conceptual

study in designing learning by using flipped classroom model. The empirical study used literature study which

was based on the journals that was related to the problems in this article. The results of this study showed that,

(1) the flipped classroom learning model could be designed by planning the steps including the meeting,

students were asked to study independently at home about the material for the next meeting, by watching the

learning video made by their own lecturer or the learning video which was uploaded by the other people, the

learning step in classroom, the students were divided into several heterogeneous groups, the lecturer step

when the learning process was on going, the lecturer was facilitating the on-going discussion by using

cooperative learning model. Besides, the lecturer would also prepare some questions from the material, and

the last step was the lecturer gave a quiz/test so the students are aware that the activity they had done was not

just a game but also a learning process, and the lecturer was also a facilitator to help the students in learning

process and solving the questions which was related to the material. (2) the validity proof of flipped classroom

model showed a strength that this model could improve the learning result in any cognitive domain.

1 INTRODUCTION

Education system of school in twenty-first century is

hopped to supply the students with the knowledge

domain and skill domain which is needed to comply

the changing requirement of society. The digital

culture development in twenty-first century is the

booster of the use of digital source and the

communication tool in education of school. To get the

advantages from the learning trend the students

should be able to take, choose and compile the useful

information from the huge digital source, and also be

able to consider the information’s reliability and

suitability will be taken and to get whether they will

process the selected information (Pardede, 2011;

Thivilojana et al., 2014).

The data shows that 60% of the learning process

in STKIP PGRI Nganjuk in general still applies

teacher-cantered learning. Conventional learning

starts from the lecturer explaining the material and

giving assignments to do at home. Then, assignments

are presented in groups. The interview results show

that this presentation model is also still dominated by

lecturers. This is because students are not ready to

present the material which is provided so the learning

objectives are not achieved. According to (Snyder

and Snyder, 2008), learning in general is still oriented

to the process of memorizing and knowing, so it has

not been able to trace life skills especially high-order

thinking. Lecturers assume that teaching is a process

of transferring knowledge to the students and the

students are considered as a container of knowledge

from the lecturers (Abdi, 2014). The lecturer’s

paradigm about the learning process must be changed

so that the goals and the learning results are achieved

well. Learning according to (Hamalik, 2004) is a

combination of some elements like the teaching tool,

teaching materials, the tool which can facilitate the

teaching and learning process, the human recourse or

it can be said as teacher, and the teaching procedures

to cover the learning objectives.

Another factor which determines the success is

the achievement of cognitive abilities. In learning, it

is determined a purpose of learning. Learning

objectives cover three aspects: affective, cognitive

and psychomotor (Bloom, 1982). In general, the

cognitive aspects include intellectual learning

outcomes, and affective aspects which related to

Andrini, V.

Teaching Design Utilizing a Flipped Classroom Model for Increasing Student’s Learning Achievement.

DOI: 10.5220/0008409501810186

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 181-186

ISBN: 978-989-758-391-9

181

attitudes, while the psychomotor aspects relate to

skills outcomes and ability to act. In the establishment

and human resources, education in universities

divides the competencies of students in one lecture.

The results of the needs analysis showed that 70.23%

of students still had difficulties in learning. From 30

students as the initial sample, 33.3% of the learning

outcomes were in the poor category, 36.7% were in

the sufficient category, 16.7% were in the good

category, and 13.3% were in the very good category.

This shows that the learning process is less than

optimal.

In these conditions, lecturers often get a dilemma

to take the best way to accommodate these different

learners’ abilities. But in fact, technological advances

for the instructional needs of online teaching and

learning enable lecturers to explore creative ways to

resolve the diversity of learners' abilities. One of the

trends in the field of education is the concept of

"Flipped Classroom" which is actually one of trends

that is still rarely applied in high school education to

a higher level, especially for the scientific and linier

lectures such as mathematics, scientific materials, as

well as language teaching. The concept of "Flipped

Classroom" has been being used by faculty in college,

and by seeing the positive results of applying this

concept makes more lecturers want to try to apply this

concept in their classes. The result of (Herala et al.,

2015) states that the use of flipped classroom can

improve the student learning outcomes because by

using flipped classroom students can independently

focus on reviewing the theory they need and the

teacher can concentrate on helping students to solve

the actual problems encountered by students. Besides,

by repeating the videos, it also can save the learning

time.

Looking at the facts and thoughts that have been

described, the gaps in the learning process and

learning results that occur is a crucial problem and

need to be responded wisely. As an alternative

solution to the problem, researchers used Flipped

Classroom model to improve motivation and learning

outcomes. Based on this study, the issues raised in

this paper are (1) how to design the learning by using

flipped classroom model in college, (2) how the

validity of the use of flipped classroom model to

improve the learning outcomes.

2 METHOD

This study is a conceptual study in designing learning

using Flipped classroom model. Research data uses

literature studies which source from journals related

to the problems in this paper.

3 RESULTS AND DISCUSSION

3.1 Learning Design of Flipped

Classroom Model

According to Johnson (2013), Flipped classroom is a

learning model which can be applied by the lecturer

in the classroom by pushing the direct instruction

down while optimizing the students and lecturers

interaction. This model uses technology that provides

learning materials that support the learning materials

for students which is accessible online. By applying

this model, the timing to learn in the classroom is

more effective. By using flipped classroom model,

students get lessons not only in the classroom but also

in the outside of the classroom, the students can also

access or view the material given by the lecturers

repeatedly with the help of the internet or learning

video provided by the lecturer. Learning by using

flipped classroom, firstly student learns the topic on

their own, usually uses lessons with videos created by

the instructor or along with other educators.

In Flipped Classroom learning process, the

students watch home-learning videos to find

themselves the concept of subject matter at their own

unquickens. When students are in the class, they

already have a concept of what will be learned so that

they are more prepared to receive lessons. The

learning material has been learned at home through

video so that students have more time in the class to

do tasks, exercises, projects, or discussions related to

the material that has been submitted by lecturers

through video at a previous time. According to

(Avsec and Kocijancic, 2014) the use of written and

electronic learning resources can help students in

learning the material; in addition students are also

motivated in enriching knowledge.

Flipped Classroom model is divided into several

types; some of them are Traditional Flipped

Classroom and Peer Instruction Flipped (Silva, 2008).

Traditional Flipped learning model is often used by

lecturers who have never used the Flipped Classroom

model before. In the Traditional Flipped learning

model students are required to watch the learning

videos or other media at home on previous learning.

Students prepare to follow the learning in the

classroom by learning at home before. The next step

is the students come to the class to do activities and

do the tasks related to the material. In the classroom

students apply their ability in doing project or other

ICLI 2018 - 2nd International Conference on Learning Innovation

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simulation. Activities that take place in the classroom

are guided using Modules. The related tasks are also

given in the Module. The next activity is to measure

students' understanding by giving a quiz at the end of

the learning process.

Learning Model of Peer Instruction Flipped is

implemented like peer tutor learning. In Peer

Instruction Flipped Student learning model students

are required to watch the learning videos at home.

While in class, the lecturer gives the first test

individually. Students compete with each other

regarding their answers and apply the learning to

strengthen the concept. After finishing the first test

then continue to the second test and so on until the

learning time runs out. At the end of the learning

process, lecturers measure the students’

understanding through the quiz (Silva, 2008).

The learning steps of flipped classroom are as

follows:

 Before the meeting, students are asked to

study independently at home about the material for

the next meeting by watching the lecturers’ own

learning videos or learning videos from the other up

loaders.

 In classroom learning, students are divided

into several heterogeneous groups.

 In this learning activity, the lecturers facilitate

the on-going discussion using cooperative learning

model. In addition, lecturers will also prepare some

questions from the material.

 The lecturer gives a quiz / test so the students

are aware that the activity they have just done is not

just a game, but a learning process, as well as the

lecturer acts as a facilitator in assisting students in

learning and solving problems related to the

material.

Flipped Classroom learning process is mainly

applied by way of on-line digital source. In the

development of flipped classroom, people’s

knowledge is also developed because of the use of

online resource in learning.

In this model, it provides an overview and

experience for lecturers and students who adopt the

Flipped Classroom. Flipped Classroom is kind of

blending learning model. First, Flipped Classroom is

not only teaches the students on-line, but also

blending learning model with the help of computer.

Second is that in teaching on line in Flipped

Classroom model is different from teaching using

video, there are so many digital resources of the

model like video web, online learning simulation,

learning web page, etc. In other words everything

which can help the students to learn, it also can be the

material in flipped classroom application.

Furthermore, learning on this model is not only about

giving questions and answering them but also it is

about discussing the material and the difficulties in

learning process with the lecturer. Then, the flipped

classroom model is not just a static learning model

because of the technology development; it also can

follow the development by use the technology.

3.2 The Validity of Flipped Classroom

Model to Improve Learning

Outcomes

Learning outcomes is the result of a learning process

which are stated in value of number and measured by

using a test (Gagne.R and Briggs, 1979). As the

additional theory, (Gagne and Driscoll,

1988)explains that learning outcomes are the students

skill which are obtained from the learning process and

then being measured by using their performance.

(Reigeluth, 1983) classifies the taxonomy of

learning variables into three, they are condition

variables, model variables, and result variables.

Learning result is the effect of teaching and learning

process which can be used as teaching indicator as the

manual scoring in different condition (Degeng,

1989). (Gagne.R and Briggs, 1979) “There are five

categories of learning outcomes capabilities, they are

intellectual skills, cognitive strategies, verbal

information, skills (motor skills), and attitudes.”

Some results of empirical studies, conducted by

(Wenning, 2005) showed that there were significant

differences in student empowerment in experimental

and control classes with Flipped Classroom learning

model (Orlich, 2007) showed that there was a

difference of student achievement between traditional

class and Flipped Classroom class. (Basal, 2015)

concludes that English lecturers have positive

perceptions of Flipped Classroom, this is shown by

four benefits of Flipped Classroom, i.e. students can

learn independently, there is a preparation of the

meeting, and it can resolve the limitations of class

time and increase the students’ participation in the

classroom. (Kadry and El Hami, 2014) explain the

application of the Flipped Classroom model as a

positive experience, they also state that it make

students perform better than using conventional

learning. In addition, the Flipped Classroom model is

well received by female students rather than males.

The different results indicated by Brooks (2015)

in his study concluded that there is no differences

found between the two groups in analysis of pre-test

and post-test for Flipped Classroom model learning

by conventional methods.

Teaching Design Utilizing a Flipped Classroom Model for Increasing Student’s Learning Achievement

183

Based on the results of previous research that

shows various research results, it can be concluded

that it is interesting to conduct a study about Flipped

Classroom learning model by testing students who

have different levels of learning motivation.

(Abeysekera and Dawson, 2015) found the proof

that Flipped Classroom improved students'

motivation and cognition. (Halili and Zainuddin,

2015) concluded that the use of flipped classroom can

motivate the students to be better in their

performances in the classroom like in doing

discussion of the classroom material that they have

been prepared before. In applying flipped classroom

the students are asked to prepare their knowledge

about the becoming materials by watching the video

so it provide a student-entered discussion rather than

the lecturrer-centered because the students can be

more active in teaching learning process and the

lecturer just facilitates the discussion. In another

hand, lecturers are not able yet to apply it in their

classroom because they do not prepare as well as

possible. (Roehl, Reddy and Shannon, 2013)

concluded that learning activities and learning models

of flipped classroom use technology, students will

develop their creative thinking skills higher. (Pierce

and Fox, 2012) concluded that applying the flipped

classroom model resulted the increasing of student’s

performance.

(Roehl, Reddy and Shannon, 2013) in their

research concluded that in order to introduce some

new strategies transferred from the teachers and

students thinking, the teacher should conduct a

research with an alternative strategies in class. As

instructors who will use the new strategy, this is very

important in education that is reflected in effective

learning. Learning activeness and learning strategy of

flipped classroom using technology motivate the

students to develop their creative thinking ability

higher.

(Pierce and Fox, 2012) in their concluded that

applying a flipped classroom model increase the

student performance and the student perception

become good in instructional approach. Some factors

which may have contributed to the students’ grade

improvement are: students are mediated contacts

using lecture materials before coming to the class, the

standard and formative assessments are provided

during the use of the module, and classroom activity

runs interactive.

(Lioe and Teo, 2012) in their research find that the

implementation of the flipped classroom model can

be used in further exploration. It also can be applied

for the students in any levels of skill like for the

students in low level, high, or in heterogeneous level

of skill. The use of flipped classroom model is also

appropriate for the students who want to learn the

material at home or in the classroom because it can

support the students to learn the material as well as

possible during the learning process. The

enhancement is differentiating the directing questions

that are used in low activity under the Bloom’s

taxonomy for the students who learn the arterial at

home. In the other hand, for the students who learn

the material in the classroom uses higher order

questions.

(Marlowe, 2012) in the research shows that by

using flipped classroom model the students can

manage their stress level. It is possible because the

students can enjoy the teaching learning process

which provided the material using video outside the

classroom. That is why they get lower stress level.

When they are in the classroom and following the

learning direction from the teacher, they can be so

stress because of the regulation as students at school.

But when they are outside of class and getting the

material from the video, they just focus to the material

without thinking about the regulation and the teacher

direction in the classroom. By learning the material

outside the class, students can get benefits to choose

their own task and explore the all the materials

deeper.

Based on the literature studies, it can be concluded

that the flipped classroom learning process focuses on

providing material to the students by using video and

website-based to be studied at home then continued

with class presentations and discussions. This

learning process has not facilitated in detail related to

the student problems during the process of

understanding the video at home. For example when

students get difficulties in analysing the video,

students cannot intensely ask questions or ask for the

lecturer’s help. The impact is (1) students do not have

learning motivation because they feel that they have

not mastered the material provided, (2) when they do

learning process in class, the material presentation

that has been given by the lecturer cannot run

optimally, and (3) the lecturer inevitably has to play a

role (student centre ) in explaining the material.

According to (Yildirim and Kiray, 2016) that flipped

classroom learning cannot facilitate lecturers and

students to do an active interaction outside the

classroom so that it can affect their learning

motivation.

In addressing the weaknesses of this flipped

classroom model, it is necessary to have a medium to

make the communication between lecturers and

students can still run well anywhere and anytime. As

an alternative solution which can be applied in

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teaching and learning process is the use of social

media such as What Sapp, messenger telegram, line,

and so on to support the lecturer and students

activities. It is appropriate with (Pratama and

Kartikawati, 2017; Andrini, 2018) that the use of

social media like whatsapp messengers as mobile

learning and module is able to facilitate the

communication between lecturers and students

whenever and wherever, establish the learning

interaction between students and educators well,

facilitate the educators to provide long distance

learning concept, conduct discussion forums between

groups of students easily, build knowledge easily, and

share my information’s quickly. It is also supported

by (Amry, 2014) that whatsapp and social networks

as mobile learning is effectively applied when

combined with the learning process. Social networks

help students communicate with fellow students and

educators actively and build the knowledge without

any time limits.

4 CONCLUSIONS

From the description above, it can be concluded that

(1) the flipped classroom learning model could be

students were asked to study independently at home

about the material for the next meeting, by watching

the learning video made by their own lecturer or the

learning video which was uploaded by the other

people, the learning step in classroom, the students

were divided into several heterogeneous groups, the

lecturer step when the learning process was on-going,

the lecturer was facilitating the on-going discussion

by using cooperative learning model. Besides, the

lecturer would also prepare some questions from the

material, and the last step was the lecturer gave a

quiz/test so the students are aware that the activity

they had done was not just a game but also a learning

process, and the lecturer was also a facilitator to help

the students in learning process and solving the

questions which was related to the material. (2) The

proof of the Flipped classroom model validity shows

the strength that this model could improve learning

outcomes in various cognitive domains.

The novelty of this study is to answer the

weaknesses of flipped classroom learning model as

described by (Yildirim and Kiray, 2016) that if the

lecturers are not able to interact actively with students

in the process of giving projects outside the classroom

then it can influence the students’ learning motivation

and it allows the emergence of new problems for

students. The need of assistance and communication

between lecturers and students during the learning

process at home can reduce the risk of getting lack of

students’ motivation. So the solution offered is by

using social media like what Sapp, messenger

telegram, line, and others as media in mobile learning.

With the use of social media, lecturers can interact

with students anytime and anywhere. When students

get difficulties related to the project given by the

lecturers, they can directly ask for help from the

lecturer through social media. In addition, lecturers

can provide supporting materials like modules and

books by uploading them on social media.

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