Pembelajaran Di Era Pandemi Covid-19: Implementasi Flipped Classroom Berbantuan Youtube Di Lembaga Pendidikan dan Keterampilan

Lailatul Hanifi Rahmah
Luthfiyah Nurlaela
Maspiyah Maspiyah
Tri Rijanto


DOI: https://doi.org/10.29100/jipi.v6i2.2060

Abstract


Peneltian ini bertujuan untuk menganalisis peningkatan dan perbedaan Uji Kompetensi Lembaga (UKL) sebelum dan setelah menerapkan metode flipped classroom berbantuan YouTube dan e-book. Penelitian kuasi eksperimen ini meneliti tentang kasus uji beda dua sampel berpasangan. Variabel bebas penelitian adalah metode flipped classroom berbantuan YouTube dan e-book, sedangkan variable terikanya adalah hasil UKL peserta pelatihan. Sampel penelitian adalah seluruh peserta pelatihan di Lembaga Pendidikan dan Keterampilan (LPK) Devvy Angkatan 2021. elompok B merupakan kelompok eksperimen (metode flipped classroom berbantuan YouTube), sedangkan kelompok B merupakan kelompok kontrol (metode flipped classroom berbantuan e-book). Masing-masing kelompok terdiri dari 33 peserta pelatihan. Analisis data dibagi menjadi dua yakni analisis prasyarat (uji normalitas dan homogenitas) dan uji hipotesis menggunakan Paired Samples Test dan Independent Samples Test. Kesimpulan yang dapat diberikan dalam penelitian ini adalah penggunaan metode flipped classroom khususnya yang berbantuan YouTube lebih dominan memberikan dampak positif terhadap motivasi, kepuasan, kemandirian belajar, dan capaian nilai UKL peserta pelatihan di LPK devvy.

Keywords


Metode flipped classroom, YouTube, e-book, uji kompetensi lembaga, lembaga pendidikan dan keterampilan

Full Text:

PDF

Article Metrics :

References


Menteri Pendidikan dan Kebudayaan, Pembelajaran secara Daring dan Bekerja dari Rumah dalam Rangka Pencegahan Penyebaran Corona Virus Disease (COVID- 19). Indonesia: Kementerian Pendidikan dan Kebudayaan Republik Indonesia, 2020, pp. 12.

S. Soeryanto, W. Warju, M. Nurtanto, S. R. Ariyanto, and N. Kholifah, The use of Google Classroom in improving Learning Achievement on Apprenticeship Program in Vocational Schools, Interciencia J., vol. 46, no. 2, pp. 221231, 2021.

F. Fauzan and F. Arifin, The Effectiveness of Google Classroom Media on the Students Learning Outcomes of Madrasah Ibtidaiyah Teacher Education Department, Al Ibtida J. Pendidik. Guru MI, vol. 6, no. 2, p. 271, Oct. 2019, doi: 10.24235/al.ibtida.snj.v6i2.5149.

I. M. Arsana, S. R. Ariyanto, and H. G. Wibisono, Implementation of Problem-Based Learning Models Supported by Trainer Radiator Module for Heat Transfer Learning, J. Taman Vokasi, vol. 7, no. 2, pp. 226231, 2019.

C. Lombardini, M. Lakkala, and H. Muukkonen, The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs, Int. Rev. Econ. Educ., vol. 29, pp. 1428, Sep. 2018, doi: 10.1016/j.iree.2018.01.003.

Warju, S. R. Ariyanto, Soeryanto, R. S. Hidayatullah, and M. Nurtanto, Practical Learning Innovation : Real Condition Video-Based Direct Instruction Model in Vocational Education, J. Educ. Sci. Technol., vol. 6, no. 1, pp. 7991, 2020.

P. Timm, Tackling Social Media Risks, in School Security, Elsevier, 2015, pp. 179198.

D. Smith, Social Media Networks for Personal Branding and Career Development, in Growing your Library Career with Social Media, Elsevier, 2018, pp. 4790.

R. Rahmad, M. Adria Wirda, N. Berutu, W. Lumbantoruan, and M. Sintong, Google classroom implementation in Indonesian higher education, J. Phys. Conf. Ser., vol. 1175, p. 012153, Mar. 2019, doi: 10.1088/1742-6596/1175/1/012153.

E. Panadero, A Review of Self-regulated Learning: Six Models and Four Directions for Research, Front. Psychol., vol. 8, Apr. 2017, doi: 10.3389/fpsyg.2017.00422.

L. P. Galway, K. K. Corbett, T. K. Takaro, K. Tairyan, and E. Frank, A novel integration of online and flipped classroom instructional models in public health higher education, BMC Med. Educ., vol. 14, no. 1, p. 181, Dec. 2014, doi: 10.1186/1472-6920-14-181.

S. Iverson, D. Lightfoot, B. Morant, and C. Ziegler, Implementing Flipped Classroom Model Utilizing Online Learning Guides in an Academic Hospital Library Setting, in Distributed Learning, Elsevier, 2017, pp. 403421.

D. C. D. van Alten, C. Phielix, J. Janssen, and L. Kester, Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis, Educ. Res. Rev., vol. 28, p. 100281, Nov. 2019, doi: 10.1016/j.edurev.2019.05.003.

P. Strelan, A. Osborn, and E. Palmer, The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels, Educ. Res. Rev., vol. 30, p. 100314, Jun. 2020, doi: 10.1016/j.edurev.2020.100314.

M. Wagner and D. Urhahne, Disentangling the effects of flipped classroom instruction in EFL secondary education: When is it effective and for whom?, Learn. Instr., vol. 75, p. 101490, Oct. 2021, doi: 10.1016/j.learninstruc.2021.101490.

M. E. Parra-Gonzlez, J. Lpez-Belmonte, A. Segura-Robles, and A.-J. Moreno-Guerrero, Gamification and flipped learning and their influence on aspects related to the teaching-learning process, Heliyon, vol. 7, no. 2, p. e06254, Feb. 2021, doi: 10.1016/j.heliyon.2021.e06254.

K. Kang and M. Yu, Comparison of student self-debriefing versus instructor debriefing in nursing simulation: A quasi-experimental study, Nurse Educ. Today, vol. 65, pp. 6773, Jun. 2018, doi: 10.1016/j.nedt.2018.02.030.

A. Ghasemi and S. Zahediasl, Normality Tests for Statistical Analysis: A Guide for Non-Statisticians, Int. J. Endocrinol. Metab., vol. 10, no. 2, pp. 486489, Dec. 2012, doi: 10.5812/ijem.3505.

S. R. Ariyanto, Munoto, S. Muslim, and Muhaji, Collaborative Problem-Based Learning Models Implementation in Vocational High Schools, 2019, doi: 10.2991/assehr.k.191217.039.

U. Cahyana, M. Paristiowati, W. E. Pratiwi, and P. A. Zahari, Development of mobile game base learning on buffer solution to improve student performance, J. Phys. Conf. Ser., vol. 1402, p. 055063, Dec. 2019, doi: 10.1088/1742-6596/1402/5/055063.

E. Calixto, Lifetime Data Analysis, in Gas and Oil Reliability Engineering, Elsevier, 2016, pp. 192.

M. Zanin et al., Combining complex networks and data mining: Why and how, Phys. Rep., vol. 635, pp. 144, May 2016, doi: 10.1016/j.physrep.2016.04.005.

O. Chukwudi, O. Idochi, and I. O. Sylvia, Effect Of Sample Sizes On The Empirical Power Of Some Tests Of Homogeneity Of Variances, Int. J. Math. Trends Technol., vol. 65, no. 6, pp. 119134, 2019, doi: 10.14445/22315373/ijmtt-v65i6p518.

J. Parunov, I. Gledi?, Y. Garbatov, and C. Guedes Soares, Fatigue assessment of corroded deck longitudinals of tankers, Trans. R. Inst. Nav. Archit. Part A Int. J. Marit. Eng., vol. 155, no. PART A1, 2013, doi: 10.3940/rina.ijme.2013.a1.246.

S. R. Ariyanto, Munoto, and Muhaji, Pengaruh Model Pembelajaran Berbasis Masalah Pada Mata Pelajaran Pemeliharaan Sasis dan Pemindah Tenaga Kendaraan Ringan Terhadap Hasil Belajar Siswa SMKN 1 Jetis Mojokerto Ditinjau dari Keterampilan Kolaborasi, Universitas Negeri Surabaya, 2019.

J. Beautemps and A. Bresges, What Comprises a Successful Educational Science YouTube Video? A Five-Thousand User Survey on Viewing Behaviors and Self-Perceived Importance of Various Variables Controlled by Content Creators, Front. Commun., vol. 5, Apr. 2021, doi: 10.3389/fcomm.2020.600595.

J. M. DAquila, D. Wang, and A. Mattia, Are instructor generated YouTube videos effective in accounting classes? A study of student performance, engagement, motivation, and perception, J. Account. Educ., vol. 47, pp. 6374, Jun. 2019, doi: 10.1016/j.jaccedu.2019.02.002.

A. K. Rapp, M. G. Healy, M. E. Charlton, J. N. Keith, M. E. Rosenbaum, and M. R. Kapadia, YouTube is the Most Frequently Used Educational Video Source for Surgical Preparation, J. Surg. Educ., vol. 73, no. 6, pp. 10721076, Nov. 2016, doi: 10.1016/j.jsurg.2016.04.024.

. zbay and S. ?nar, Effectiveness of flipped classroom teaching models in nursing education: A systematic review, Nurse Educ. Today, vol. 102, p. 104922, Jul. 2021, doi: 10.1016/j.nedt.2021.104922.