Petualangan Bersama CBI (Computer Based Instruction)- Flipped Classroom Pada Mata Pelajaran Jaringan Komputer: Efek Empiris
Abstract
CBI-flipped classroom adalah salah satu media pembelajaran berbasis komputer yang relevan dengan perkembangan pembelajaran pada revolusi industri 4.0. Perkembangan internet, komunikasi virtual dan sistem manajemen pembelajaran, terdapat banyak universitas dan institusi pendidikan yang tertarik pada CBI- flipped classroom. Penelitian tentang dampak dari CBI- flipped classroom pada keterampilan siswa, terdapat hasil yang tidak konsisten yang ditunjukkan oleh media tersebut mungkin tidak cocok untuk semua konteks pembelajaran. Sehingga tujuan dari penelitian ini adalah untuk melihat dampak dari CBI- flipped classroom pada keterampilan siswa pada mata pelajaran Komputer Jaringan. Penelitian ini didasarkan pada pendekatan deduktif menggunakan metode quantitative. Hasil dari penelitian ini menunjukkan bahwa siswa yang diajarkan menggunakan CBI- Flipped classroom telah meningkatkan keterampilan dibandingkan siswa yang tidak menggunakan CBI- flipped classroom.
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Ai, H., 2017. “Providing graduated corrective feedback in an intelligent computer-assisted language learning environment,†ReCALL, vol. 29, no. 3, pp. 313–334.
Ash, K. (2012). Educators View ‘Flipped’ Model with a More Critical Eye. Education Week, 32(2), 6-8.
Bergmann, J., & Sams, A. (2012a). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education. Washington, D.C.
Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education. 58 (21) 16-18.
Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.
Brame, C.J. (2012). Flipping the Classroom. Retrieved from http://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/
Bull, G., Ferster, B., & Kjellstrom, W. (2012, August).Inventing the Flipped Classroom. Learning & Leading with Technology 40(1). Retrieved from http://www.learningandleading-digital.com/learningandleading/
Collins, A. & Halverson, R. (2009). Rethinking Education in the Age of Technology. New York:Teachers College Press.
Clemens, B. M., Nivargi, C., Jan, A., Lu, Y., Schneider, E., Manning, J. (2013). Adventures with a Flipped Classroom and a Materials Science and Engineering MOOC : “Fools Go Where Angels Fear to Treadâ€. Mater. Res. Soc. Symp. Proc. Vol. 1583 © 2013 Materials Research Society. DOI: 10.1557/opl.2013.774
Crompton, H., Burke, D., Gregory, H. K., Grabe, C. (2016). The Use of Mobile Learning in Science: A Systematic Review. Journal of Science Education Technology. DOI 10.1007/s10956-015-9597-x.
Hawkins, R O. (2016). Using Computer-Assisted Instruction to Build Math Fact Fluency: An Implementation Guide. Intervention In School and Clinic, p. 1-7.
Hermann, M., Pentek, T., & Otto, B. (2016). Design Principles for Industrie 4.0 Scenarios. Proceedings of the Annual Hawaii International Conference on System Sciences, 2016–March, 3928–3937. https://doi.org/10.1109/ HICSS.2016.488
Jaschke, S. (2015). Mobile Learning Applications for Technical Vocational and Engineering Education: The Use of Competence Snippets in Laboratory Courses and Industry 4.0. Proceedings of 2014 International Conference on Interactive Collaborative Learning, ICL 2014, (December), 605–608. https://doi.org/10.1109/ICL.2014.7017840
Johnson, G. B. (2013). Student Perceptions Of The Flipped Classroom. Columbia: The University Of British Columbia.
Kenna, D. C., (2014). A Study Of The Effect The Flipped Classroom Model On Student Self-Efficacy. Master Thesis. North Dakota State University: Fargo, North Dakota.
Kleintein, U. & Wannasawade, W. (2016). Development of blended learning model with virtual science laboratory for secondary students. Journal of Social and Behavioral Sciences. 217 (2016) 706–711.
Lohr, S.L. (2010). Sampling: Design and Analysis, 2nd. Ed. Boston: Cengage Learning.
Lowe, J. (2001). Computer-based education: Is it a panacea? Journal of Research on Technology in Education, 34(2), 163-171.
Marlowe, C. A. (2012). The effect of the flipped classroom on student achievement and stress (Unpublished master’s thesis). Montana State University, Bozeman, MT.
Nolan, M. A., & Washington, S. S. (2013, February). Flipped out: Successful strategies for improving student engagement. Paper presented at Virginia Tech’s Conference on Higher Education Pedagogy, Blacksburg, VA.
Overmyer, G. R. (2014). The Flipped Classroom Model For College Algebra: Effects On Student Achievement. Doctor Thesis. Colorado State University: Fort Collins, Colorado.
Rahayu, L. P. (2017). Efektivitas Strategi Pembelajaran Flipped Classroom Pada Materi Pythagoras SMP Kelas VIII Ditinjau Berdasarkan Gender. Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai Islami). Vol.1, No.1, Juli 2017, Hal. 173-177.
Rosen, Y. (2009). The effects of an animation-based on-line learning environment on transfer of knowledge and on motivation for science and technology learning. Journal of Educational Computing Research, 40(4) p451-467.
Sukardi, S., Puyada, D., Wulansari, R. E. & Yanto, D. T. P. (2018). The validity of interactive instructional media on electrical circuits at vocational high school and technology. Proceeding of the 2nd INCOTEPD, 21-22 October 2017 (Additional Volume), Yogyakarta State University, Indonesia, ISBN 978-602-74576-1-4.
Siregar, S. S., Harahap, M. S., Elindra, R. (2019). Efektivitas Model Pembelajaran Flipped Classroom Terhadap Kemampuan Koneksi Matematis Siswa. JURNAL MathEdu (Mathematic Education Journal). Vol. 2 . No. 3 November 2019. http://journal.ipts.ac.id/index.php/MathEdu. ISSN. 2621-9832.
VojtoviÄ, S., Navickas, V., & Gruzauskas, V. (2016). Journal of Security and Sustainability Issues ISSN 2029-7017 print / ISSN 2029-7025 online 2015 March Volume 4 Number 3. Journal of Security and Sustainability Issues, 5(2), 489–499. https://doi.org/10.9770/jssi.2016.5.3(4)
Published
2020-09-10
Section
Articles
