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All Journal DWIJA CENDEKIA: Jurnal Riset Pedagogik Journal of Educational Technology Innovation and Applications
Abdulnassir Yassin
Islamic University in Uganda
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Effectiveness of the flipped classroom model in minimizing students’ learning performance gaps in higher education Gamar Assagaf; Patma Sopamena; Dinar Riaddin; Julham Hukom; Abdulnassir Yassin
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 8, No 3 (2024): December 2024
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v8i3.94590

Abstract

Effectiveness of the flipped classroom model in minimizing student achievement gaps in higher education. Various previous experimental studies have highlighted the potential of the flipped classroom model (FCM) for improving student learning performance. However, the question of how far FCM can make a positive contribution to various academic abilities remains unclear. Some studies suggest that some learning models tend to benefit students with higher academic abilities (UA) than those with lower abilities (LA). Objectives: This study aims to explore whether the application of FCM can be effective in reducing the learning performance gap between LA and UA students. Method: We used an ANCOVA test with a 3 x 2 factorial design to answer this research question. We applied three different learning models (FCM, PBL, and Expository) to a total of 25 LA and UA students. Results: The analysis results showed that using the FCM model was more successful in reducing the learning performance gap between LA and UA students compared to the PBL and expository models. Conclusion: These findings make a significant contribution to our understanding of the effectiveness of specific learning models in addressing learning performance gaps, with important implications for the development of more inclusive learning policies and practices.
Gamification and Smart Learning: A Framework for Digital Motivation Abdulnassir Yassin; Salman Rashid; Husna Juma Mlwale
Journal of Educational Technology Innovation and Applications Vol. 1 No. 01 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i01.997

Abstract

Integrating gamification techniques into smart learning environments has gained considerable attention as a method to enhance student engagement and motivation. This article explores the connection between gamification and smart learning by proposing a conceptual framework for digital motivation. Drawing upon existing literature, the paper identifies key components of gamification and smart learning and presents a model that leverages digital tools to improve educational outcomes. The results of various studies examining the effects of gamification in digital learning environments are discussed, revealing both the potential benefits and challenges of incorporating game elements into education. This paper provides valuable recommendations for educators and institutions aiming to increase student engagement and success by offering insights into how gamification can be strategically utilised within smart learning systems.
Co-Authors Dinar Riaddin Gamar Assagaf Husna Juma Mlwale Julham Hukom Patma Sopamena Salman Rashid