Literature Review: The Effect of the Flipped Classroom on Student Chemistry Learning

Bayu Saputra, Etin Solihatin, Suyitno Muslim, Yeni Raini, Ifah Silfianah

Abstract


The research delves into the impact of the flipped classroom model on student learning outcomes in chemistry education, utilizing a literature review methodology and systematically analyzing nine scopus-indexed articles. The flipped classroom, characterized by independent pre-class learning and in-class interactive activities, consistently demonstrates positive effects on academic performance, engagement, and motivation in chemistry education. The synthesis encompasses diverse methodologies, educational levels, and outcomes, highlighting the model's adaptability across different contexts. Critiques, including uncertainties about contributing factors, prompt recommendations for future research, such as exploring blended learning models and integrating Artificial Intelligence for personalized learning experiences. In conclusion, while acknowledging variations and critiques, the literature underscores the flipped classroom's effectiveness and advocates for ongoing research to refine its implementation in diverse educational settings.

Keywords: Flipped classroom,  pendidikan kimia, teknologi pendidikan, tinjauan literatur

 

DOI: 10.23960/jppk.v12.i3.23.16


Full Text:

PDF PDF

References


Baepler, P., Walker, J., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computer & Education, [e-journal], 78, 227-236. DOI: 10.1016/j.compedu.2014.06.006

Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.

Casselman, M. D., Atit, K., Henbest, G., Guregyan, C., Mortezaei, K., & Eichler, J. F. (2019, November 14). Dissecting the Flipped Classroom: Using a Randomized Controlled Trial Experiment to Determine When Student Learning Occurs. DOI: 10.1021/acs.jchemed.9b00767

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. Routledge.

Cronin, P., Ryan, F., & Coughlan, M. (2008). Undertaking a literature review: A step-by-step approach. British Journal of Nursing (Mark Allen Publishing), 17(1), 38–43. DOI: 10.12968/bjon.2008.17.1.28059

De-Lozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141-151.

Eichler, J. F. (2022). Exploring the Impact of Flipped Classroom in Chemistry Education: A Literature Review. Journal of Chemical Education.

Etebong, E. E. (2020). The Impact of Flipped Classroom Strategy on Students' Attitudes and Academic Performance in Chemistry: A Case Study at the University of Calabar, Nigeria. Journal Heliyon.

García-Sánchez, E., & Martínez-Arbelaiz, A. (2021). Enhancing Student Learning in General Chemistry through a Flipped Classroom Model with Cooperative Learning Strategies. Journal of Technology and Science Education.

Gallagher, T. (2022). Enhancing Learning Outcomes in Leaving Certificate Chemistry Through a Flipped Classroom Model. Science Education International.

Jdaitawi, M. (2020). Does Flipped Learning Promote Positive Emotions in Science Education? A Comparison between Traditional and Flipped Classroom Approaches. The Electronic Journal of e-Learning, 18(6), 516-524. Online

Lawson, A. P., Davis, C., & Son, J. Y. (2019, September 20). Not All Flipped Classes are the Same. DOI: 10.14434/josotl.v19i5.25856

Liberati A, Altman DG, Tetzlaff J, Mulrow C, Gøtzsche PC, Ioannidis JP, Clarke M, Devereaux PJ, Kleijnen J, Moher D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: Explanation and elaboration. J Clin Epidemiol, 62(10), e1-34. DOI: 10.1016/j.jclinepi.2009.06.006

Li, J., Zhang, F., Wang, R., Ni, H., & Li, T. (2023, March 29). A comprehensive evaluation model for university classroom teaching quality based on machine vision and Fermatean fuzzy sets. DOI: 10.21203/rs.3.rs-2720516/v1

Malto, G. A. O., Dalida, C. S., & Lagunzad, C. G. B. (2018, June 4). Flipped Classroom Approach in Teaching Biology: Assessing Students’ Academic Achievement and Attitude Towards Biology. DOI: 10.18502/kss.v3i6.2403

Martin, A., Arrambide, M., & Holt, C. (2016, January 1). The Impact of Flipped Instruction on Middle School Mathematics Achievement. DOI: 10.15640/jehd.v5n4a10

Munir, A., Maarof, N., & Shukor, N. A. (2018). Blended learning and flipped classroom: A systematic review. Journal of Physics: Conference Series, 1088(1), 012098.

Oppong, J. K., Adu-Gyamfi, K., & Osei, J. Y. (2022). Improving Pre-service Science Teachers' Performance in Organic Chemistry through a Student-Centered Approach. Science Education International.

Panich, V. (2013). A flipped classroom approach to teaching basic mathematics. Procedia - Social and Behavioral Sciences, 116, 4475-4479.

Pattiserlihun, A., & Setiadi, S. J. J. (2020, April 29). Blended-flipped classroom learning for physics students with the topic of the photoelectric effect. DOI: 10.21831/jipi.v6i1.28109

Sojayapan, S., & Khlaisang, J. (2018). Flipped Classroom: A Pedagogical Strategy in Learning English. International Journal of Instruction, 11(3), 181-194.

Stackpool, L. (2023). Enhancing Student Academic Achievements through Flipped Classroom Teaching/Learning Model with Supplemental Instruction Faculty-Facilitated Learning Enhancement Tutoring. International Journal of Science, Mathematics and Technology Learning.

Widyasari, M., Masykuri, Mahardiani, Saputro, & Yamtinah. (2022). Improving Pre-service Chemistry Teachers' TPACK through Subject-Specific Pedagogy and Flipped Learning in E-learning Classrooms. International Journal of Instruction.

Yilmaz, R. (2017). Investigating the effects of flipped learning model on students’ academic achievement. Journal of Education and Learning, 6(1), 109-117.

Ying, Y. S., & Ayub, A. F. M. (2022, December 12). The Impact of Flipped Classroom Instructional Model in Teaching English as a Second Language (ESL) Among Lower Secondary Pupils. DOI: 10.5296/ije.v14i4.20559

Yu, L., Li, Y., Liu, Y., & Zheng, H. (2023, January 1). Impacts of the flipped classroom on student performance and problem solving skills in secondary school chemistry courses. DOI: 10.1039/d2rp00339b


Refbacks

  • There are currently no refbacks.