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Bibliometric Review Analysis of Academic Outcomes of Flipped Classroom in Physics Education Before and During Covid-19 Yana, Annisa Ulfa; Handayanto, Supriyono Koes; Taufiq, Ahmad
Jurnal Pendidikan Fisika Vol 11, No 3 (2023): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v11i3.11534

The pedagogical approach known as the flipped classroom has gained significant popularity in both higher education and high school settings in recent years. This article aims to provide a comprehensive explanation regarding the comparison of flipped classroom academic results in physics education before and during the Covid-19 pandemic. The method used here was bibliometric-based literacy analysis using Publish or Perish (PoP) software and the VOSviewer application, which is focused on the keyword "Flipped classroom in physics" during the last three years before the Covid-19 pandemic (2017 - 2019) and the last three years during the Covid-19 pandemic (2020 – 2022). According to the findings of bibliometric analysis and systematic reviews of articles, the following flipped classroom academic outcomes in physics education were most frequently studied before the Covid-19 pandemic: 1) academic achievement, 2) motivation, 3) students' engagement, 4) students' performance, 5) knowledge acquisition, 6) interest in learning, 7) problem-solving skills, 8) self-efficacy, 9) conceptual understanding, and 10) attitude. Meanwhile, there are eight categories of outcomes in 2020-2021: 1) motivation, 2) academic achievement, 3) student experience, 4) student engagement, 5) conceptual understanding, 6) self-efficacy, 7) process skills, and 8) critical thinking. This study concludes that the academic outcome of flipped classroom research in physics education before the pandemic was more than during the Covid-19 pandemic, and in 6 past years, most research has focused on the effect of flipped classrooms on academic achievement, motivation, conceptual understanding, and self-efficacy compared to other academic outcomes such as scientific reasoning or creative thinking.

Examining How Junior High School Students Understand on Vibration and Wave Topics in HOTS Questions Islamiyah, Kurnia; Koes-H, Supriyono; Taufiq, Ahmad; Yana, Annisa Ulfa
Kasuari: Physics Education Journal (KPEJ) Vol. 7 No. 2 (2024): December 2024
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v7i2.807

This study offers fresh perspectives on the difficulties students encounter when grasping concepts related to vibrations and waves. It highlights the need for creating more effective Higher Order Thinking Skills (HOTS) questions to enhance student comprehension.This research aims to examining the understanding of junior high school students about vibrations and waves regarding HOTS questions. The method used in this study is descriptive analysis in which 68 students of 9th grade junior high school participated and answered five multiple-choice HOTS questions about vibration and waves topic. The reliability of the questions used in this study was 0.845, indicating a high level of reliability. The results of the study showed that overall, 66% of students understand the concept of vibrations and wave, but 21% of students were categorized as very less at understanding HOTS questions related to vibration and waves well. In addition, students’ ability in understanding question with indicator C6 was also the lowest when compared to indicator C5 and C4. It was concluded that a wide deficit exists among them regarding the higher conceptual knowledge of physics. Such findings could be a starting point for making necessary adjustments in curriculum and teaching methodology at junior high school physics.

Role of E-Scaffolding in Inquiry based-Flipped Classroom Toward High School Students Scientific Reasoning in Physics Yana, Annisa Ulfa; Handayanto*, Supriyono Koes; Taufiq, Ahmad; Rizal, Fauzul
Jurnal Pendidikan Sains Indonesia Vol 13, No 1 (2025): JANUARY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i1.40746

High school physics education in Indonesia requires a strong foundation in scientific reasoning, especially when it comes to adapting to post-covid 19 learning innovations. Therefore, this study aims to determine how e-scaffolding influences high school students' scientific reasoning when integrated into inquiry-based flipped physics classrooms (E-IFPC) compared to inquiry-based flipped classrooms (IFPC) without e-scaffolding. This research is quasi-experimental educational research. The scientific reasoning of students was assessed using a validated 13 two-tier scientific reasoning test (=0.901). Data analysis included independent t-tests and normalized Gain (N-Gain) calculations to evaluate the research hypothesis. The results showed significant differences in scientific reasoning between the E-IFPC and IFPC groups. . Students in the E-IFPC group exhibited a N-Gain score of G=0.43, which was nearly five times higher than the G=0.09 observed in the IFPC group. This reaseach contribute to the field of physics education by providing empirical evidence of significant impact of e-scaffolding on enhances the scientific reasoning of high school students in physics, particulary in the context of post-pandemic learning innovation

Bibliometric Review Analysis of Academic Outcomes of Flipped Classroom in Physics Education Before and During Covid-19 Yana, Annisa Ulfa; Handayanto, Supriyono Koes; Taufiq, Ahmad
Jurnal Pendidikan Fisika Vol. 11 No. 3 (2023): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v11i3.11534

The pedagogical approach known as the flipped classroom has gained significant popularity in both higher education and high school settings in recent years. This article aims to provide a comprehensive explanation regarding the comparison of flipped classroom academic results in physics education before and during the Covid-19 pandemic. The method used here was bibliometric-based literacy analysis using Publish or Perish (PoP) software and the VOSviewer application, which is focused on the keyword "Flipped classroom in physics" during the last three years before the Covid-19 pandemic (2017 - 2019) and the last three years during the Covid-19 pandemic (2020 – 2022). According to the findings of bibliometric analysis and systematic reviews of articles, the following flipped classroom academic outcomes in physics education were most frequently studied before the Covid-19 pandemic: 1) academic achievement, 2) motivation, 3) students' engagement, 4) students' performance, 5) knowledge acquisition, 6) interest in learning, 7) problem-solving skills, 8) self-efficacy, 9) conceptual understanding, and 10) attitude. Meanwhile, there are eight categories of outcomes in 2020-2021: 1) motivation, 2) academic achievement, 3) student experience, 4) student engagement, 5) conceptual understanding, 6) self-efficacy, 7) process skills, and 8) critical thinking. This study concludes that the academic outcome of flipped classroom research in physics education before the pandemic was more than during the Covid-19 pandemic, and in 6 past years, most research has focused on the effect of flipped classrooms on academic achievement, motivation, conceptual understanding, and self-efficacy compared to other academic outcomes such as scientific reasoning or creative thinking.

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