Penggaruh Blended Learning Tipe Flipped Classroom Dengan Media Kahoot Terhadap Hasil Belajar Peserta Didik Kelas XI SAMA Negeri 1 Sukoharjo
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Mar 4, 2023
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Abstract
This study aims to determine the effect of using the flipped classroom-type blended learning model with Kahoot media on the learning outcomes of class XI students at SMA Negeri 1 Sukoharjo. The research method used is a quasi-experimental quantitative design. Data collection techniques to measure learning outcomes are taken using a pre-test and post-test. Data analysis techniques used the normality test, homogeneity test, and hypothesis testing using the t-test data analysis technique. The results of this study showed an increase in the average learning outcomes of the experimental class by 18.33% with the class completeness criteria increasing by 51.5% after receiving learning using the blended learning flipped classroom model with Kahoot media. The results of the independent sample t-test yielded 2.976 > 1.995 with a probability value of 0.004 <0.05 so the research hypothesis was accepted. It is known that there is a positive influence of the blended learning flipped classroom learning model using Kahoot media on learning outcomes in the economics subject
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Sari, T., Kristiani, K., & Noviani, L. (2023). Penggaruh Blended Learning Tipe Flipped Classroom Dengan Media Kahoot Terhadap Hasil Belajar Peserta Didik Kelas XI SAMA Negeri 1 Sukoharjo. Journal on Education, 5(4), 11361-11370. https://doi.org/10.31004/joe.v5i4.2078
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References
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Lin, C.Y., Huang, C.K & Ko, C.J. (2020). The impact of perceived enjoyment on team effectiveness and individual learning in a blended learning business course: The mediating effect of knowledge sharing. Australasian Journal of Educational Technology, 36(1), 126-141
Medina, L. C. (2018). Blended learning: Deficits and prospects in higher education. Australasian Journal of Educational Technology, 34(1), 42-56
Murdianto. Efektifitas pembelajaran sejarah Indonesia melalui blended learning tipe flipped classroom di SMK N 1 Ngawi pada masa pandemic covid 19. Jurnal Pendidikan Sejarah Indonesia, 3(1), 248-259
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Plump, C. M., & LaRosa, J. (2017). Using kahoot! In the classroom to create engagement and active learning: A game-based technology solution for elearning novices. Management Teaching Review, 2, 151-158
Purba, S. E. E., Kristiani. Sangka, K. B., Hussain, O. K. (2021). An overview of its impact on economics learning. International Journal of Pedagogy and Teacher Education, 5(1), 26-34.
Riantika, R. F. P. & Mukminan. (2019). Efektivitas model pembelajaran blended learning untuk meningkatkan hasil belajar geografi pada materi litosfer kelas XI SMA. Junal Pendidikan, 4(12), 1723—1729
Roehling, P. V., Root, L. M., Richie, F. J. & Shaughnessy, J. J. (2017). The benefits, drawbacks, and challenges of using the flipped classroom in an introduction to psychology course. Teaching of Psychology, 44(3), 183-192
Rusman. (2012). Belajar dan Pembelajaran Berbasis Komputer; Mengembangkan Profesionalisme Abad 21. Bandung: Alfabeta
Setren, E. Greenberg, K. Moore, O & Yankovich, M. (2021). Effect of flipped classroom instruction: evidence of randomized trial. Education Finance and Policy,16 (3), 363–387
Sugrah, N. (2019). Implementasi teori belajar konstruktivisme dalam pembelajaran sains. Humanika, Kajian Ilmiah Mata Kuliah Umum, 19(2), 121-138
Tuguic, L.A. (2021). Challenges of the new normal: Students' attitude, readiness and adaptability to blended learning modality. International Journal of English Literature and Social Sciences, 6(2), 443-449
Turan, Z & Meral, E. (2018). Game-based versus to non-game-based: The impact of student response systems on students’achievements, engagements and test anXIeties. Informatics in Education, 17 (1), 105–116
Wahyudin, A. (2020). Model pembelajaran bleended learning (Model flipped classroom) untuk meningkatkan efektivitas pembelajaran ips pada masa pandemi covid 1919. Jurnal: Sudut Pandang, 1(1), 1-23
Wang, A. I. (2015). The wear out effect of a game-based student response system. Computer and Education, 82, 217-227
Yu, Z. (2022). A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement in different countries. Research Square
Zainuddin, Z. (2021). (A Review of a Blended Learning Model at Higher Education Institutions during a New Normal of Covid 19-19: Policy and Implementation. Asia-Pacific Journal Of Public Policy, 7(2), 34-45
Zhang, Q & Yu, Z. (2021). A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Education and Information Technologies, 1-29.
Al-Syabibi, T. S & Al-Yasra, M. A. I. (2019). Effectiveness of the flipping classroom strategy in learning outcomes. International Journal of Learning, Teaching and Educational Research, 18(3), 96-127
Fahrurrozi, M & Rahmawati, S. N. L. (2021). Pengembangan model instrument evaluasi menggunakan aplikasi kahoot pada pelajaran ekonomi. Jurnal Profit: Kajian Pendidikan Ekonomi dan Ilmu Ekonomi, 8 (1), 01-10
Izzati, S. M & Kuswanto, H. (2019). Pengaruh model pembelajaran blanded learning berbantuan kahoot terhadap motivasi dan kemandirian peserta didik . Jurnal Pendidikan Informatika 3(2), 68-75
Jaya, H. W & Akhirudin. (2021). Dampak kebijakan pembelajaran blended learning pada mahapeserta didik universitas pamulang dalam masa pandemi covid-19. Wiyatamandala : Jurnal Pendidikan dan Pengajaran, 1(2), 233-247
Karnawati, R. A. & Istianingrum, A. (2020). The effectiveness of blended learning using the flipped classroom and hybrid learning models in the chuukuuu bunpou. Advances in Social Science, Education and Humanities Research, 518(1), 370-375
Kausar, A., Maryono, D & Aristyagama, Y. H. (2020). The effectiveness of implementation blended learning flipped classroom type reviewed from student learning outcomes in digital simulation subjects at vocational high school. Journal of Informatics and Vocational Education (JOIVE), 3(3), 87-92
Kusuma, S.H., Kholis, N., Syibly, M.R., Safitri, J., Krismono. (2021). Meningkatkan Partisipasi Peserta Didik Melalui Flipped dan Blended Learning Sebagai Upaya Optimasi Capaian Pembelajaran Pada Mata Kuliah Wajib Universitas. Refleksi Pembelajaran Inovatif, 3(1), 385-397.
Lin, C.Y., Huang, C.K & Ko, C.J. (2020). The impact of perceived enjoyment on team effectiveness and individual learning in a blended learning business course: The mediating effect of knowledge sharing. Australasian Journal of Educational Technology, 36(1), 126-141
Medina, L. C. (2018). Blended learning: Deficits and prospects in higher education. Australasian Journal of Educational Technology, 34(1), 42-56
Murdianto. Efektifitas pembelajaran sejarah Indonesia melalui blended learning tipe flipped classroom di SMK N 1 Ngawi pada masa pandemic covid 19. Jurnal Pendidikan Sejarah Indonesia, 3(1), 248-259
Ozdamli, F & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues. 8(2), 98-105.
Plump, C. M., & LaRosa, J. (2017). Using kahoot! In the classroom to create engagement and active learning: A game-based technology solution for elearning novices. Management Teaching Review, 2, 151-158
Purba, S. E. E., Kristiani. Sangka, K. B., Hussain, O. K. (2021). An overview of its impact on economics learning. International Journal of Pedagogy and Teacher Education, 5(1), 26-34.
Riantika, R. F. P. & Mukminan. (2019). Efektivitas model pembelajaran blended learning untuk meningkatkan hasil belajar geografi pada materi litosfer kelas XI SMA. Junal Pendidikan, 4(12), 1723—1729
Roehling, P. V., Root, L. M., Richie, F. J. & Shaughnessy, J. J. (2017). The benefits, drawbacks, and challenges of using the flipped classroom in an introduction to psychology course. Teaching of Psychology, 44(3), 183-192
Rusman. (2012). Belajar dan Pembelajaran Berbasis Komputer; Mengembangkan Profesionalisme Abad 21. Bandung: Alfabeta
Setren, E. Greenberg, K. Moore, O & Yankovich, M. (2021). Effect of flipped classroom instruction: evidence of randomized trial. Education Finance and Policy,16 (3), 363–387
Sugrah, N. (2019). Implementasi teori belajar konstruktivisme dalam pembelajaran sains. Humanika, Kajian Ilmiah Mata Kuliah Umum, 19(2), 121-138
Tuguic, L.A. (2021). Challenges of the new normal: Students' attitude, readiness and adaptability to blended learning modality. International Journal of English Literature and Social Sciences, 6(2), 443-449
Turan, Z & Meral, E. (2018). Game-based versus to non-game-based: The impact of student response systems on students’achievements, engagements and test anXIeties. Informatics in Education, 17 (1), 105–116
Wahyudin, A. (2020). Model pembelajaran bleended learning (Model flipped classroom) untuk meningkatkan efektivitas pembelajaran ips pada masa pandemi covid 1919. Jurnal: Sudut Pandang, 1(1), 1-23
Wang, A. I. (2015). The wear out effect of a game-based student response system. Computer and Education, 82, 217-227
Yu, Z. (2022). A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement in different countries. Research Square
Zainuddin, Z. (2021). (A Review of a Blended Learning Model at Higher Education Institutions during a New Normal of Covid 19-19: Policy and Implementation. Asia-Pacific Journal Of Public Policy, 7(2), 34-45
Zhang, Q & Yu, Z. (2021). A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Education and Information Technologies, 1-29.