Implementasi Model Pembelajaran Flipped Classroom dalam Mata Pelajaran Sejarah untuk Meningkatkan Pemahaman Materi
DOI:
https://doi.org/10.61722/jssr.v2i6.3003Keywords:
flipped classroom, learning, modelAbstract
This study aims to explain the effectiveness of the implementation of the flipped classroom learning model on improving students' critical thinking skills in History subjects, especially in schools. The development of the industrial revolution 4.0 seems to open up the widest possible access, especially in the application of this method. There are several uses of online media as a means of developing this method which can then be applied by teachers in the History learning process. This study uses a quasi-experimental research type with a qualitative approach. The benefits of using this model are to activate students in learning and overcoming History Studies learning problems in schools
References
Arkan, B., & Hendriani, D. (2023). Upaya Guru Dalam Menggunakan Model Pembelajaran Flipped Classroom Untuk Meningkatkan Pemahaman Materi Sejarah Siswa. Jurnal Ilmu Pendidikan dan Sosial, 2(2), 137–144. https://doi.org/10.58540/jipsi.v2i2.358
Kaviza, M. (2018). Kesan Penggunaan Teknik Peer Instruction dengan Pendekatan Kelas Flipped terhadap Pencapaian Pemahaman Konsep Sejarah. Journal of ICT In Education, 5, 14–26. https://doi.org/10.37134/jictie.vol5.3.2018
Kaviza, M. (2020). Tahap Pengamalan Kemahiran Pemikiran Sejarah Melalui Penggunaan Sumber Digital Sejarah dalam Pendekatan Flipped Classroom. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(5), 72–80. https://doi.org/10.47405/mjssh.v5i5.419
Misluhah. (2018). Pengembangan Model Pembelajaran Flipped Classroom untuk Meningkatkan Hasil Belajar Sejarah Kebudayaan Islam (SKI) di Madrasah Tsanawiyah Miftahul Qulub Tawar Gondang Mojokerto. PROGRESSA: Journal of Islamic Religious Instruction, 2(1), 73–78. https://doi.org/10.32616/pgr.v2.1.111.73-78
Nurmalasari, S., Mulyana, A., & Isrok’atun. (2020). Pengaruh Model Flipped Classroom Hasil Belajar Peserta Didik dalam Pembelajaran Sejarah (Studi Kuasi Eksperimen pada Peserta Didik kelas XI di SMAN 1 Bandung). Jazirah: Jurnal Peradaban dan Kebudayaan, 1(1), 54–66. https://doi.org/10.51190/jazirah.v1i1.10
Printina, B. I., Kusmayadi, Y., & Nurholis, E. (2024). Paradigma Pedagogi Reflektif Terintegrasi Flipped Classroom pada Materi Majapahit Mempersatukan Nusantara Menggunakan Media Pembelajaran Peta Timbul. Jurnal Artefak, 11(2), 181. https://doi.org/10.25157/ja.v11i2.14309
Putri, A. A., Gimin, G., & Hariyanti, H. (2023). Pengaruh Model Pembelajaran Discovery Learning Berbantuan Flipped Classroom terhadap Hasil Belajar di SMAN 1 Perhentian Raja. Journal on Education, 5(3), 9390–9402. https://doi.org/10.31004/joe.v5i3.1746
Simanjuntak, L. U. (2022). Penerapan Metode Blended Learning Versi Flipped Classroom Untuk Meningkatkan Motivasi Dan Hasil Belajar Geografi di Masa Pandemi Covid-19 Pada Kelas X Ips 3 SMAN 2 Pangkalan Kerinci Tahun 2022. Innovative: Journal Of Social Science Research, 2(2), 102–108. https://doi.org/10.31004/innovative.v2i2.7365
Wen, L. M., & Ahmad, A. R. (2022). Keberkesanan Kaedah Flipped Classroom Terhadap Amalan Pemikiran Aras Tinggi Murid Bagi Mata Pelajaran Sejarah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(3), e001322. https://doi.org/10.47405/mjssh.v7i3.1322
Downloads
Published
Issue
Section
License
Copyright (c) 2024 JOURNAL SAINS STUDENT RESEARCH
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
