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All Journal CHEMISTRY PROGRESS Edcomtech Jurnal Kajian Teknologi Pendidikan Majalah Ilmiah Biologi BIOSFERA: A Scientific Journal International Journal on Emerging Mathematics Education Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran BIO-EDU: Jurnal Pendidikan Biologi Indonesian Biodiversity Journal Indonesian Biodiversity Journal
Mario Walean
Universitas Prisma
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Education Environmental Science Immunology & microbiology Materials Science & Nanotechnology Medicine & Pharmacology Neuroscience Public Health Social Sciences Veterinary

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Pembelajaran Daring Menggunakan E-Modul pada Flipped Classroom Statistika untuk Meningkatkan Kemampuan Bernalar dan Intensi Berwirausaha Pinontoan, Kinzie Feliciano; Walean, Mario; Lengkong, Andreuw Vandy
Jurnal Inovasi dan Teknologi Pembelajaran Vol 8, No 1 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v8i12021p001

Abstract

Abstrak:  Pandemi Covid-19 telah mendorong penerapan pembelajaran jarak jauh. Penelitian ini menerapkan flipped classroom pada pembelajaran daring mata kuliah statistika untuk menyelidiki pengaruhnya terhadap kemampuan bernalar dan intensi berwirausaha mahasiswa. Sesi tatap muka flipped classroom dilakukan secara daring dan sesi luar kelas menggunakan e-modul. Penelitian ini berbentuk eksperimen kepada 56 sampel mahasiswa kelas statistika yang dipilih secara acak di Fakultas Sains dan Teknologi Universitas Prisma. Instrumen menggunakan tes tertulis untuk mengukur kemampuan bernalar dan kuesioner untuk mengukur intensi berwirausaha. Uji statistik t dua sampel dan uji t berpasangan digunakan dalam penelitian ini. Hasil penelitian menunjukkan ada pengaruh positif penerapan flipped classroom dengan dukungan e-modul pada pembelajaran daring statistika terhadap kemampuan bernalar dan intensi berwirausaha mahasiswa.Abstract: The Covid-19 pandemic has compelled the implementation of distance learning. This study applied the flipped classroom in online learning of statistics courses to investigate its effect on students’ reasoning ability and entrepreneurial intention. In-class sessions of the flipped classroom were conducted online and out-class sessions using e-modules. This study was an experiment with 56 samples of students in the statistics classes who were randomly selected at the Faculty of Science and Technology, Prisma University. Instruments were a written test to measure reasoning ability and a questionnaire to measure entrepreneurial intentions. Statistics test of two-sample t and paired-t were used in this study. The results showed that there was a positive effect of the flipped classroom in online learning of statistics courses with e-module support toward students' reasoning abilities and their entrepreneurial intentions.
Calculus Flipped Classroom: Pre-class & In-class Learning Outcomes and Students’ Perception Pinontoan, Kinzie Feliciano; Walean, Mario; Pinontoan, Chervando Chrisye
International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v4i2.16413

Abstract

Flipped classroom is a blended learning implements e-learning and does not eliminate face-to-face sessions in the classroom. This study applied flipped classroom to calculus lectures to determine students’ perceptions and learning outcomes. Learning outcomes were investigated in pre-class sessions, in-class sessions, and compared to the traditional class. All materials in the flipped classroom used screencast via Google Classroom. The sample was calculus class students at Prisma University. Data were collected using a questionnaire, written tests, and Kahoot online test. Data analysis was performed descriptively and statistically using the 2-sample t-test and paired t-test. The results showed no significant difference in the average score of learning outcomes between the pre-class of calculus flipped classroom and traditional class. However, the average score after in-class sessions was higher than the average score in the traditional class. Furthermore, positive responses were shown by students who lectured with the flipped classroom.
Co-Authors Andreuw Vandy Lengkong Chervando Chrisye Pinontoan Dina Rombot Ellen Adil Hendra Pratama Maliangkay Kinzie Feliciano Pinontoan Mailangkay, Hendra Maliangkay, Hendra Pratama Mervina Rondonuwu Pinontoan, Chervando Chrisye Rolef Rumondor Rolef Rumondor Rostina Melpin Virjinia Bastian