The effectiveness of flipped classroom in high school Chemistry Education

3rd Annual Applied Science and Engineering Conference

工业技术;自然科学

Syakdiyah, H.^1 ; Wibawa, B.^1 ; Muchtar, H.^1

Universitas Negeri Jakarta, Jakarta, Indonesia^1

关键词: Algorithmic problems;    Experimental methods;    Flipped classrooms;    High school chemistry;    High school students;    Instructional strategy;    Learning strategy;    Subject materials;   

Others  :  https://iopscience.iop.org/article/10.1088/1757-899X/434/1/012098/pdf
DOI  :  10.1088/1757-899X/434/1/012098

来源: IOP

【 摘 要 】

The low achievement of learning outcomes in thermochemistry and rate of reaction subject of high school students is caused by students difficulties in solving algorithmic problems, especially procedural capabilities based on calculation in a limited time. Therefore, it is needed a learning strategy to support the achievement of thermochemistry and rate of reaction subject learning outcomes. This study aims to determine the effectiveness of Flipped Classroom in improving the results of learning thermochemistry and rate of reaction subject learning outcomes. Flipped classroom is a teaching method that delivers the subject material to students at home through electronic device and uses classroom time for practical application activities. This research used experimental method with treatment by level 2 × 2. The result of this study concludes that the result of thermochemistry and rate of reaction learning outcomes are higher with flipped classroom instructional strategy than learning with expository instructional strategy. It is recommended that the flipped classroom instructional strategy can be used as an alternative learning process in thermochemistry and rate of reaction.