PENGEMBANGAN MODEL PEMBELAJARAN FLIPPED CLASSROOM DENGAN TAKSONOMI BLOOM PADA MATA KULIAH SISTEM POLITIK INDONESIA
DOI:
https://doi.org/10.24269/dpp.v7i2.1809Abstract This study aims to provide the design of the flipped learning instructional model for teaching Indonesian Political System course at an Indonesian higher education institution. A bottom-up of flipped learning model based on Blooms’ taxonomy of cognitive domain was developed. Social media WhatsApp group was employed as a platform to share the recorded YouTube video lectures for students’ learning activities outside-of-class. Before students attend class, they have prepared with the lesson’s content, hence in-class activities are utilized for homework, hands-on activities, and group discussions. In other words, watching, summarizing, and note-taking are the main activities proposed by a researcher outside of the classroom, whereas Socratic questioning through a group discussion is the main activities in the classroom. This study suggests that the bottom-up of flipped learning model is potentially implemented for teaching any social studies course at any higher education institution, with the aim of promoting students’ highest level of cognitive domains or higher-order thinking skills. This study has implications for Ministry of Research, Technology and Higher Education (Ristekdikti) or policymaker to determine the flip-class pedagogy as a contemporary teaching model for teaching any course in Indonesian higher education.
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References
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Asfar, N., & Zainuddin, Z. (2015). Secondary students' perceptions of information, communication and technology (ICT) use in promoting self directed learning in Malaysia. The Online Journal of Distance Education and E-Learning, 3(4), 67-82.
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Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.
Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14-27.
Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-71.
Fisher, D. (2009). The use of instructional time in the typical high school classroom. The Educational Forum, 73(2), 168-176.
Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education, 14(1), 1-9.
Johnson, L., Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition (Rep.).
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37-50.
Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173.
Majumdar, S. (2012). Web 2.0 tools in Library Web Pages: Survey of universities and institutes of national importance of West Bengal. DESIDOC Journal of Library & Information Technology, 32(2), 167-170.
Richter, T., & McPherson, M. (2012). Open educational resources: education for the world? Distance Education, 33(2), 201-219.
Sams, A., & Bergmann, J. (2013). Flip your students’ learning. Educational Leadership, 70(6), 16-20.
Schmidt, S. M., & Ralph, D. L. (2014). The Flipped Classroom: A Twist on Teaching. The Clute Institute International Academic Conference, San Antonio, Texas, USA 2014.
Shelly, G. B., Cashman, T. J., Gunter, R. E., & Gunter, G. A. (2006). Integrating Technology in the Classroom Boston: Thomson Course Technology.
Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. Innosight Institute.
Shyr, W. J., & Chen, C. H. (2018). Designing a technologyâ€enhanced flipped learning system to facilitate students' selfâ€regulation and performance. Journal of Computer Assisted Learning, 34(1), 53-62.
Tucker, B. (2012). The flipped classroom. Education next, 12(1), 82-83.
Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational technology research and development, 53(4), 5-23.
Wang, S., & Heffernan, N. (2010). Ethical issues in Computer-Assisted Language Learning: Perceptions of instructors and learners. British Journal of Educational Technology, 41(5), 796-813.
Zainuddin, Z., & Keumala, C. M. (2018). Blended learning method within Indonesian higher education institutions. Jurnal Pendidikan Humaniora, 6(1).
Zainuddin, Z., & Perera, C. J. (2018). Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace. On the Horizon, 26(4), 281-290.
Zainuddin, Z., Habiburrahim, H., Muluk, S., & Keumala, C. M. (2019). How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indonesian Journal of Applied Linguistics, 8(3), 678-690.
Zainuddin, Z., Haruna, H., Li, X., Zhang,Y., & Chu, S.K.W. (2019). A systematic review of flipped classroom empirical evidence from different fields: what are the gaps and future trends? On the Horizon, https://doi.org/10.1108/OTH-09-2018-0027
Asfar, N., & Zainuddin, Z. (2015). Secondary students' perceptions of information, communication and technology (ICT) use in promoting self directed learning in Malaysia. The Online Journal of Distance Education and E-Learning, 3(4), 67-82.
Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America. Teachers College Press.
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.
Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14-27.
Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-71.
Fisher, D. (2009). The use of instructional time in the typical high school classroom. The Educational Forum, 73(2), 168-176.
Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education, 14(1), 1-9.
Johnson, L., Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition (Rep.).
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37-50.
Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173.
Majumdar, S. (2012). Web 2.0 tools in Library Web Pages: Survey of universities and institutes of national importance of West Bengal. DESIDOC Journal of Library & Information Technology, 32(2), 167-170.
Richter, T., & McPherson, M. (2012). Open educational resources: education for the world? Distance Education, 33(2), 201-219.
Sams, A., & Bergmann, J. (2013). Flip your students’ learning. Educational Leadership, 70(6), 16-20.
Schmidt, S. M., & Ralph, D. L. (2014). The Flipped Classroom: A Twist on Teaching. The Clute Institute International Academic Conference, San Antonio, Texas, USA 2014.
Shelly, G. B., Cashman, T. J., Gunter, R. E., & Gunter, G. A. (2006). Integrating Technology in the Classroom Boston: Thomson Course Technology.
Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. Innosight Institute.
Shyr, W. J., & Chen, C. H. (2018). Designing a technologyâ€enhanced flipped learning system to facilitate students' selfâ€regulation and performance. Journal of Computer Assisted Learning, 34(1), 53-62.
Tucker, B. (2012). The flipped classroom. Education next, 12(1), 82-83.
Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational technology research and development, 53(4), 5-23.
Wang, S., & Heffernan, N. (2010). Ethical issues in Computer-Assisted Language Learning: Perceptions of instructors and learners. British Journal of Educational Technology, 41(5), 796-813.
Zainuddin, Z., & Keumala, C. M. (2018). Blended learning method within Indonesian higher education institutions. Jurnal Pendidikan Humaniora, 6(1).
Zainuddin, Z., & Perera, C. J. (2018). Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace. On the Horizon, 26(4), 281-290.
Zainuddin, Z., Habiburrahim, H., Muluk, S., & Keumala, C. M. (2019). How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indonesian Journal of Applied Linguistics, 8(3), 678-690.
Zainuddin, Z., Haruna, H., Li, X., Zhang,Y., & Chu, S.K.W. (2019). A systematic review of flipped classroom empirical evidence from different fields: what are the gaps and future trends? On the Horizon, https://doi.org/10.1108/OTH-09-2018-0027
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2019-11-08
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