Peningkatan Kualitas Pembelajaran Tatap Muka Terbatas Melalui Pelatihan Flipped Classroom Bagi Guru Penjas
Abstract
Pembelajaran Tatap Muka Terbatas merupakan kebijakan pemerintah yang perlu didukung dan dipersiapkan dengan baik. Guru perlu memilih strategi yang tepat agar pembelajaran dari rumah bisa dilakukan secara efektif dan efisien. Flipped classroom diyakini sebagai salah satu model yang bisa meningkatkan partisipasi dan capaian belajar siswa. Namun tidak banyak guru penjas yang mengetahui adanya model tersebut. Berdasarkan studi pendahuluan sebanyak 87% guru penjas yang belum mengetahui dan memahami model flipped classroom. Pelatihan ini menggunakan 4 tahapan metode yaitu ceramah, penugasan, pengukuran hasil, dan Tindak lanjut hasil. Berdasarkan hasil pengukuran pemahaman terhadap pelatihan didapatkan hasil bahwa ada perubahan pemahaman dari skor rata-rata 52 menjadi 71. Sedangkan tanggapan peserta untuk evaluasi pelaksanaan pelatihan sangat baik dan antusias. Peserta juga memberikan masukan terkait pelatihan tindkalanjut secara luring dan melakukan praktik pembelajaran di lapangan. Melalui pengabdian ini juga dapat diwujudkan luaran berupa produk modul pedoman pembelajarn penjas di tingkat SMP. Produk tersebut diharapkan dapat membantu guru dalam pelaksanaan pembelajaran masing-masing.
Kata kunci— pembelajaran tatap muka terbatas, flipped classroom, pendidikan jasmani
Abstract
Limited Face-to-face Learning is a government policy that needs to be supported and well prepared. Teachers need to choose the right strategy so that learning from home can be done effectively and efficiently. The flipped classroom learning is believed to be one of the models that can increase student participation and learning achievement. However, not many PE teachers are aware of this model. Based on a preliminary study, as many as 87% of PE teachers did not know and understand the flipped classroom model. This training uses a 4-step method, namely lectures, assignments, measuring results, and following up on results. Based on assesment of understanding of the themes, it was rseulted that there was a increase in understanding from an average score of 52 to 71. Meanwhile, the participant's responses to the evaluation of the training were very good and enthusiastic. Participants also provide input related to offline follow-up training and practice learning in the field. Through this service, outputs can also be realized in the form of physical education learning guide module products at the junior high school level. The product is expected to help teachers in the implementation of their respective learning.
Keywords— Limited Face-to-face Learning, flipped classroom, physical education
Full Text:
PDFReferences
Abdul Latif, S. W., Matzin, R., Jawawi, R., Mahadi, M. A., Jaidin, J. H., Mundia, L., & Shahrill, M. (2017). Implementing the flipped classroom model in the teaching of history. Journal of Education and Learning (EduLearn), 11(4), 374. https://doi.org/10.11591/edulearn.v11i4.6390
Berić-Stojšić, B., Patel, N., Blake, J., & Johnson, D. (2019). Flipped classroom teaching and learning pedagogy in the program planning, implementation, and evaluation graduate course: Students’ experiences. Pedagogy in Health Promotion, 237337991983907. https://doi.org/10.1177/2373379919839073
Busebaia, T. J. A., & John, B. (2020). Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study. Research and Practice in Technology Enhanced Learning, 15(1), 1–16. https://doi.org/10.1186/s41039-020-0124-1
Carter, C. L., Carter, R. L., & Foss, A. H. (2018). The flipped classroom in a terminal college Mathematics course for liberal arts students. AERA Open, 4(1), 233285841875926. https://doi.org/10.1177/2332858418759266
Chan, S. M., Tse, J. Y., & Yu, P. H. (2015). The flipped classroom in an undergraduate nutritional science course: A pilot study. SpringerPlus, 4(S2), 2014–2015. https://doi.org/10.1186/2193-1801-4-s2-p3
Chua, K. J., & Islam, M. R. (2020). The hybrid project-based learning–flipped classroom: A design project module redesigned to foster learning and engagement. International Journal of Mechanical Engineering Education, 1–27. https://doi.org/10.1177/0306419019838335
Damayanti, H. N., & Sutama, S. (2016). Efektivitas flipped classroom terhadap sikap dan ketrampilan belajar matematika di SMK. Manajemen Pendidikan, 11(1), 2. https://doi.org/10.23917/jmp.v11i1.1799
Durak, H. Y. (2020). Modeling different variables in learning basic concepts of programming in flipped classrooms. Journal of Educational Computing Research, 58(1), 160–199. https://doi.org/10.1177/0735633119827956
Flores, Ò., del-Arco, I., & Silva, P. (2016). The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field. International Journal of Educational Technology in Higher Education, 13(1), 1–12. https://doi.org/10.1186/s41239-016-0022-1
Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1), 39–49. https://doi.org/10.1177/1469787415616726
Galvis, Á. H. (2018). Supporting decision-making processes on blended learning in higher education: literature and good practices review. International Journal of Educational Technology in Higher Education, 15(1), 1–38. https://doi.org/10.1186/s41239-018-0106-1
Galway, L. P., & Cameron, E. (2019). Flipping Online Learning in Public Health Graduate Education. Pedagogy in Health Promotion, 237337991985902. https://doi.org/10.1177/2373379919859023
Gong, D., Yang, H. H., & Cai, J. (2020). Exploring the key influencing factors on college students’ computational thinking skills through flipped-classroom instruction. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00196-0
Khoirotunnisa’, A. umi, & Irhadtanto, B. (2019). Pengaruh model pembelajaran flipped classrom tipe traditional flipped terhadap hasil belajar Matematika siswa pada materi bangun ruang sisi datar. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah Di Bidang Pendidikan Matematika, 5(2), 153–163. https://doi.org/10.29407/jmen.v5i2.13484
Lee, K. yuen, & Lai, Y. chi. (2017). Facilitating higher-order thinking with the flipped classroom model: a student teacher’s experience in a Hong Kong secondary school. Research and Practice in Technology Enhanced Learning, 12(1). https://doi.org/10.1186/s41039-017-0048-6
Mehta, C. M. (2020). Flipping out and digging in: combining the flipped class and project-based learning to teach adult development. International Journal of Aging and Human Development. https://doi.org/10.1177/0091415020919997
Mirlanda, E. P., Nindiasari, H., & Syamsuri, S. (2019). Pengaruh pembelajaran flipped classroom terhadap kemandirian belajar siswa ditinjau dari gaya kognitif siswa. Symmetry: Pasundan Journal of Research in Mathematics Learning and Education, 4, 38–49. https://doi.org/10.23969/symmetry.v4i1.1638
Nguyen, B., Yu, X., Japutra, A., & Chen, C. H. S. (2016). Reverse teaching: Exploring student perceptions of “flip teaching.” Active Learning in Higher Education, 17(1), 51–61. https://doi.org/10.1177/1469787415616727
Öncel, A. F., & Kara, A. (2019). A flipped classroom in communication systems: Student perception and performance assessments. International Journal of Electrical Engineering Education, 56(3), 208–221. https://doi.org/10.1177/0020720918788718
Smallhorn, M. (2017). The flipped classroom: A learning model to increase student engagement not academic achievement. Student Success, 8(2), 43. https://doi.org/10.5204/ssj.v8i2.381
Wittebols, J. H. (2020). Critical information/news literacy and the flipped classroom: Student evaluations of information searching and analysis. Journalism and Mass Communication Educator, 75(2), 210–225. https://doi.org/10.1177/1077695819893171
DOI: http://dx.doi.org/10.17977/um045v5i3p%25p
Refbacks
- There are currently no refbacks.
Email: karinov@um.ac.id
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
