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All Journal Jurnal Pendidikan Matematika Journal of Education and Learning (EduLearn)
Masitah Shahrill
(SCOPUS ID: 55873798300), Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam
Humanities Education Library & Information Science Mathematics Social Sciences Other

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Implementing the Flipped Classroom Model in the Teaching of History Siti Waznah Abdul Latif; Rohani Matzin; Rosmawijah Jawawi; Mar Aswandi Mahadi; Jainatul Halida Jaidin; Lawrence Mundia; Masitah Shahrill
Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (87.788 KB) | DOI: 10.11591/edulearn.v11i4.6390

Abstract

This study investigated the effectiveness in implementing the Flipped Classroom model in teaching History and to identify the students’ perceptions using this approach towards their learning. The chosen History topic was on ‘James Brooke’s activities in Sarawak in the 1840s’. The sample consisted of twelve students from two Year 9 classes in one of the secondary schools in Brunei Darussalam. In adopting the Flipped Classroom approach, the students were required to watch a video lesson outside the classroom setting. To measure its effectiveness, a test instrument was used, and five students were interviewed. The findings revealed that the utilisation of this instructional method was effective in teaching History, as there were improvements in the students’ test results. The analyses of the students’ perceptions using this approach revealed that while some students believed that it helped them improve in their communication and writing skills, others did not perceive it effective for their learning.
Solving Fractions by Applying the Bar Model Concept with the Butterfly Method Jessica Low; Masitah Shahrill; Nordiana Zakir
Jurnal Pendidikan Matematika Vol 14, No 2 (2020)
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.14.2.11261.101-116

Abstract

This study aims to investigate an intervention in the application of the Butterfly Method Algorithm with the Bar Model Concept on the addition and subtractions of Fractions to Year 9 students in one of the Government secondary schools in Brunei Darussalam. The Butterfly Method is an alternative visual method for teaching fractions where the diagonal and horizontal multiplication of the denominators and numerators are employed by drawing the Butterfly. A mixed-method approach was used to explore the impact of the intervention with data gathered from the students’ written pre- and post-tests and interview transcripts. The tests conducted before and after the intervention were used to analyze students’ errors and misconceptions. The students’ written analyses of the post-test results revealed that not all of the students applied the Butterfly Method. A few students were selected for interviews in order to gain deeper insights into how they developed the errors and misconceptions from both tests. Findings from the students’ interview transcripts revealed they were not confident with the Butterfly Method, and they needed more time to be familiar with the concept. Another factor for not applying the Butterfly Method is due to students’ confusion on subtracting fractions that has the same denominators as well as subtracting a proper fraction from a whole number. This study concluded that students who applied the Butterfly Method helped them to remember the new method from the intervention satisfactorily in comparison to those who lack the confidence in applying it.
Co-Authors Jainatul Halida Jaidin Jessica Low Lawrence Mundia Mar Aswandi Mahadi Nordiana Zakir Rohani Matzin Rosmawijah Jawawi Siti Waznah Abdul Latif