The Implementation of Flipped Classroom Learning Model assisted by Cloud Classroom in Improving Student Engagement in History Lessons

The Implementation of Flipped Classroom Learning Model assisted by Cloud Classroom in Improving Student Engagement in History Lessons

Sumardi*
Department of History Education, Faculty of Teacher Training and Education, University of Jember.
*Corresponding author
DOI: https://doi.org/10.51244/IJRSI.2023.10726
Received: 26 June 2023; Accepted: 25 July 2023; Published: 24 August 2023

Abstract. The flipped classroom learning model is an innovation that provides a new instructional pattern that is highly beneficial for changing the learning process. It not only demands learning to take place inside the classroom but also requires students to prepare the material beforehand at home or outside the classroom. This model is student-centered and aims to enhance student engagement, understanding, and retention by reversing the traditional classroom teaching approach. The flipped classroom has an impact on student engagement in learning by improving the quality of students’ efforts in effective learning activities and their overall emotional state during the learning process, which leads to learning success. The researcher using CloudClassRoom as learning media to foster student engagement in learning activities. The objective of this research is to determine the influence of the flipped classroom learning model on student engagement in the history lessons of the Grade XI Science Program at SMAN 1 Genteng. This research adopts a quantitative approach that examines objective theories by investigating the relationships between variables. Quantitative research starts with formulating hypotheses regarding the predicted relationships between two or more variables. This study utilizes an experimental method, which involves testing the effects of a controlled intervention on the research outcomes, considering other influencing factors as well.

Keywords: Learning Model, Flipped Classroom, Student Engagement, Cloud Classroom

I. Introduction

According to the Ministry of Education and Culture Regulation No. 16 of 2022, which contains process standards, the principles of learning activities used are as follows: (1) learning is conducted by encouraging interaction and active participation of students by utilizing communication and information technology, (2) learning is conducted in a learning environment that can promote active participation of students by involving them in the preparation of learning plans, (3) the role of educators is no longer solely as the only source of learning, but shifts to become facilitators of learning activities, (4) classroom teaching and learning activities provide space for students to express their opinions, self-actualize, and experiment, (5) students can self-regulate in the learning process. To accommodate these learning principles, a learning model is needed that can maximize student engagement in learning activities by utilizing technology and efficient time management in the classroom.

Following the Ministry of Education and Culture Regulation No. 16 of 2022, which contains process standards, the principles of learning activities used are as follows: (1) learning is conducted by encouraging interaction and active participation of students by utilizing communication and information technology, (2) learning is conducted in a learning environment that can foster. The flipped classroom has several advantages. Firstly, it contributes to making students take responsibility for their learning (Yildirim, 2016:2). Secondly, students are more prepared to engage in interactive and high-level activities during face-to-face sessions, such as problem-solving, discussions, and debates (Gaughan, 2014). The flipped classroom model seems to overcome some challenges of traditional teaching and paves the way for active learning strategies and the use of class time for higher-level Bloom’s taxonomy activities, such as application, analysis, and synthesis (Krathwohl, 2002; Nouri, 2016). Gilboy et al., as cited in Nouri (2016:2), demonstrate that students gain a better understanding from pre-class learning, leading to deeper engagement during focused class time. Flipped classroom provides more time for interaction and discussion with students since they have learned the main content before the class begins (Gaughan, 2014: 221). Flipped classroom requires students to be responsible for watching videos and asking relevant questions, while in class, educators provide feedback, and students are responsible for completing and sharing their work (Bergmann & Sams, 2012: 16). Several studies report that students are pleased with the opportunity to learn at their own pace and prefer the flipped classroom approach over the traditional one (Nouri, 2016: