Efektifitas Model Flipped Classroom dalam Mata Kuliah Perencanaan Pembelajaran Prodi S1 PGMI UMSIDA

DOI: https://doi.org/10.21070/picecrs.v1i3.1380

Author (s)

(1) * Ida Rindaningsih   (Universitas Muhammadiyah Sidoarjo)  
(*) Corresponding Author


This research was conducted at the Faculty of Islamic studies in the planning of the courses of instruction. Research using a sample of 94 respondents consisting of Prodi PAI, PGMI, and PBA. Types of quantitative research using path analysis. The findings in this study are learning with the Flipped Classroom make meetings in a more effective and meaningful class. Students may compose an RPP in accordance with their respective speeds, flexible but responsibly, and have the freedom to obtain in-depth study based on the processed data acquisition and projects that are being done outside of the classroom. The results of the analysis showed a strong relationship between the model flipped classroom, teaching style, motivation and interest in learning to learning outcomes i.e. form RPP. Overall results show that the minimum hours of lectures and practical limitations on MK Planning Learning can be used as classroom flipped the model strategies are effective in maximizing the responsibility students dig learning materials online so support the motivation and interest in producing the project.


flipped classroom; effectiveness; motivation

Full Text: PDF


Baker,. J.W. (2000). The “classroom flip”: Using web course management tools to become the guide by the side. In J.A.

Baepler, P., Walker, J.D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227–236. doi:10.1016/j.compedu. 2014. 06.006,

Bennett, B.E., Spencer, D., Bergmann, J., Cockrum, T., Musallam, R., Sams, A., Fisch, K., & Overmyer, J. (2011). The flipped class manifest. The Daily Riff. Retrieved from: http://www.thedailyriff.com/articles/the-flipped-class-manifest-823.php

Bergmann, J., & Sams, A. (2012). Flipped Your Classroom: Reach every student in every class every day. USA: ISTE

Bergmann, J., Overmyer, J., & Wilie, B. (2012). The flipped class: Myths vs. reality. The Daily Riff. http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php

Collins, B., de Boer, W., & van der Veen, J. (2001). Building on learner contributions: A web-supported pedagogic strategy. Educational Media International, 38(4), 229–240

Frederickson, N., Reed, P., & Clifford, V. (2005). Evaluating web-supported learning versus lecture-based teaching: Quantitative and qualitative perspectives. Higher Education, 50, 645–664

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95–105.

Gannod, G. C., Burge, J. E., & Helmick, M. T.(2008). Using the inverted classroom to teach software engineering. Proceedings of the 30th international conference on software engineering, Leipzig, Germany

Jalal,N.(2016).The flipped classroom: for active, effective and increased learning – especially for low achievers. Nouri International Journal of Educational Technology in Higher Education. pg13-33. DOI 10.1186/s41239-016-0032-z

Lage, M.J., Platt, G.J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30–43

Kelly,W.B.,Maitreyi,R.,Michael,P.,Kevin, B.,Sylvain, C., &Kevin, M. (2017). A Mixed Methods Study on the Effect of Flipping the Undergraduate Medical Classroom. Educ. Sci., 7, 83; pg 1-8.doi:10.3390/educsci7040083

Muhammad Ridha, Punaji Setyosari, Dedi Kuswandi. 2016. Pengaruh Flipped Mastery Classromterhadap Perolehan Hasil Belajar Kognitif Mahasiswa.” Dalam Jurnal Pendidikan: Teori, Penelitian, dan PengembanganVolume: 1 Nomor: 4 Bulan April Tahun 2016. Halaman: 655—661

Mark, R & James, P.(2017). Competency-Based Blended Learning: Flipping Professional Practice Classes to Enhance Competence Development. IAFOR Journal of Education. Volume 5 – Special Issue, pg 47-66.

Strayer, J.F. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system (Doctoral dissertation). The Ohio State University. Retrieved from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1189523914

Strayer, J.F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. doi:10.1007/s10984-012-9108-4.

Schmidt, S. M. P. & Ralph, D. L. (2014). The Flipped Classroom: A Twist On Teaching. The Clute Institute International Academic Conference. http://files.eric.ed.gov/fulltext/EJ1087603.pdf

O.S. Kvashnina, E.A. Martynko.(2016). Analyzing the Potential of Flipped Classroom in ESL Teaching. iJET ‒ Volume 11, Issue 03. Pg.71-73. http://dx.doi.org/10.3991/ijet.v11i03.5309

Article View

Abstract views : 128 times | PDF files viewed : 290 times

Dimensions, PlumX, and Google Scholar Metrics



  • There are currently no refbacks.

Copyright (c) 2018 Proceedings of the ICECRS

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.