Student’s Concept Understanding and Motivation to Learn Through Flipped Classroom Learning Integrated with Nested Model

Aisyah Jiyantika Gitadewi, Prabowo, Z. Supardi, Wiwien Maryuni
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引用次数: 2

Abstract

This research aimed to describe the effectiveness of the flipped classroom integrated with nested model in student’s concept understanding and motivation to learn. The research type is quasi-experiment with one-group pretest-posttest design. The research was given to 20 students in VII-D class of SMPN 21 Surabaya. The effectiveness of the flipped classroom integrated with nested model was obtained from the results of a concept understanding test and a motivation to learn questionnaire. The student's concept understanding test showed that there was an improvement in gain scores between the pretest and posttest scores which is medium category and 90% of students were declared complete. Meanwhile, the gain score on the completeness of the concept understanding indicator was high category. Then the results of the student’s motivation to learn showed that there was an improvement in gain scores between pretest and posttest which is medium category. The data obtained that flipped classroom integrated with nested model was effective as a learning instrument to improve student’s concept understanding and motivation to learn during the Covid-19 pandemic.
结合嵌套模式的翻转课堂学习:学生的概念理解与学习动机
本研究旨在探讨结合嵌套模式的翻转课堂在学生概念理解和学习动机方面的效果。研究类型为准实验,采用一组前测后测设计。研究对象为SMPN 21 Surabaya的7 - d班的20名学生。通过概念理解测试和学习动机问卷调查的结果,验证了嵌套模型集成翻转课堂的有效性。学生的概念理解测试结果显示,前测和后测之间的增益分数有提高,为中等类别,90%的学生被认为是完整的。同时,概念理解指标的完备性得分为高类别。学生学习动机的测试结果显示,测试前和测试后的学习成绩都有提高,这是中等类别。数据显示,在新冠肺炎疫情期间,结合嵌套模型的翻转课堂作为一种学习工具,能够有效提高学生对概念的理解和学习动机。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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