Keberkesanan pendekatan Flipped Classroom dalam pembelajaran Sains di Sekolah Rendah

The effectiveness of Flipped Classroom approach in learning Science in Primary School

  • Noraini Mohamed Noh Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
  • Norazilawati Abdullah Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
  • Wong Kung Teck Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
  • Mahizer Hamzah Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
Keywords: Flipped Classroom, pembelajaran Sains, Pencapaian

Abstract

Kajian ini dijalankan bertujuan untuk melihat kesan pengajaran Sains menggunakan pendekatan Flipped Classroom terhadap peningkatan pencapaian berbanding pendekatan konvensional. Kaedah eksperimental kuasai telah digunakan bagi tujuan tersebut. Berdasarkan ujian t, yang dijalankan terhadap dua kumpulan murid menunjukkan terdapat perbezaan pencapaian akademik bagi kumpulan murid yang belajar Sains menggunakan pendekatan Flipped Classroom berbanding pendekatan konvensional. Berdasarkan temubual murid yang belajar Sains menggunakan pendekatan Flipped Classroom, masing-masing menyatakan rasa puas belajar, seronok belajar, seronok mendapat banyak maklumat dan berkeyakinan untuk bercakap dalam perbincangan kelas. Ini menunjukkan  penggunaan pendekatan Flipped Classroom dalam pengajaran dan pembelajaran boleh menyuntik budaya aktif bersaing serta dapat merangsang murid berfikir lebih kreatif. Ini membuktikan pengajaran menggunakan pendekatan Flipped Classroom ini dapat meningkatkan pencapaian akademik murid. Maka guru perlu diberi pendedahan secara intensif penggunaan pendekatan Flipped Classroom selaras dengan keperluan menjayakan pembelajaran dalam abad ke-21.

Downloads

Download data is not yet available.

References

Bawaneh, A. K., Ahmad Nurulazam, M. Z., Salmiza, S., & Abd Ghani, K. (2012). Using Herrmann Whole Brain Teaching Method To Enhance Students’ Motivation Towards Science Learning. Journal of Turkish science education, 9(3), 3-22.

Britner, S. L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes. Journal of Research in Science Teaching, 45(8), 955–970.

Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science Motivation Questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10), 1159–1176.

Groff, J. & Mouza, C. (2008). A framework for addressing challenges to classroom technology use. Association for the Advancement of Computing in Education (AACE) Journal, 16(1), 21-46.

Harold John D. Culala. (2016). Educating generation alpha: What are the demands of the 21st century workforce?Plenary speech delivered at Digital Education Show Asia 2016. Kuala Lumpur Convention Centre (KLCC) Kuala Lumpur, Malaysia.

Henderson, D., D. Fisher and B. J. Fraser. 2000. Interpersonal behavior, laboratory learning and student outcomes in senior biology classes. Journal of Research in Science Teaching 37: 26–43.

Herreid, C.F., & Schiller, N.A. (May 2013). Case study and the Flipped Classroom. Journal of College Science Teaching, 42(5), 62-67

Kassim, A. H. (2003). Kurikulum Sains Sekolah Malaysia. Modul Pengajaran. Skudai: Universiti Teknologi Malaysia.

Lage, M.J., Platt, G.J, & Treglia,M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal Of Economics Education, 32(1),30-34.

Ling, J.A.Y. (1999). Primary science curriculum implementation in Malaysia: inquiry ashope and practice. Thesis PHD. University Massey, Palmerston, North New Zealand.

Noratiqah, S. (2010). Faktor yang mempengaruhi strategi pengajaran dalam kalangan guru di dalam bidang teknik dan vokasional. (Laporan Projek Sarjana Muda). Universiti Teknologi Malaysia, Johor, Malaysia.

Norazuan, R. (2000). Pemilihan aliran sains di kalangan pelajar tingkatan empat dan masalah kemerosotan pelajar dalam aliran sains. Latihan Ilmiah. UKM.Bangi.

Pyatt, K. & Sims, R. (2007). Learner Performance and attitudes in traditional versus simulated laboratory experience, Proceedings ascilite Singapore 2007.

Ryan, R., & Deci, E. (2000a). Intrinsic and extrinsic motivations: Classic definitions and newdirections. Contemporary Educational Psychology, 25(1), 54–67.

Ryan, R., & Deci, E. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

Siegle, D. (2013). Technology: Differentiating Instruction by Flipping the Classroom. Gifted Child Today, 37(1), 51–55.

Toto, R., & Nguyen, H. N. H. (2009). Flipping the Work Design in an industrial engineering course. 2009 39th IEEE Frontiers in Education Conference.
doi: http://10.1109/FIE.2009.5350529.

Wei Zheng, Timothy Becker, and Xuedong Ding (2014). The Effects of “Flipped Classroom” Concept on the Effectiveness of Teaching. Proceedings, The 2014 ASEE North Midwest Section Conference, October 16-17, 2014.
Published
2017-12-15
How to Cite
Mohamed Noh, N., Abdullah, N., Kung Teck, W., & Hamzah, M. (2017). Keberkesanan pendekatan Flipped Classroom dalam pembelajaran Sains di Sekolah Rendah. Jurnal Pendidikan Sains Dan Matematik Malaysia, 7(2), 106-118. https://doi.org/10.37134/jpsmm.vol7.2.8.2017

Most read articles by the same author(s)