SYNCHRONOUS AND ASYNCHRONOUS WITH FLIPPED LEARNING ENVIRONMENT IN PRIMARY SCHOOL

Ida Rindaningsih - [ http://orcid.org/0000-0002-5712-9329 ]
Yulian Findawati
Wiwik Dwi Hastuti
Eni Fariyatul Fahyuni

Abstract


The challenges of learning during the pandemic are currently a big task for the world of education. The unpreparedness of school institutions, students, and parents in facing changes in the distance learning system has an impact on the implementation of learning during the COVID-19 pandemic. For this reason, it is necessary to have a learning solution that can answer the challenges of learning using digital-based learning. This research aims to develop a model of the reverse learning environment. This development research examines various aspects of the needs of the student learning environment during the COVID-19 pandemic. The subjects of this study were school principals, deputy principals, and elementary school teachers who have implemented the 2013 Curriculum. The results of this study show that the synchronous and asynchronous framework with the reverse learning environment approach is proven valid and feasible applied to learning  COVID-19. The findings synchronous, and asynchronous that are implemented efficiently by the teacher, and applications will continue to be developed.


Full Text:

PDF

References


Bakker, A., & Wagner, D. (2020). Pandemic: lessons for today and tomorrow? Educational Studies in Mathematics, 104(1), 1–4. https://doi.org/10.1007/s10649-020-09946-3

Bergland, J. (2020). Blended, Flipped, and Remote Learning_ What’s the Difference. TechNotes Blog.

Bergmann, J., & Sams, A. (2012). Flip Your Classroom. iste.

Bishop, J. L., & Verleger, M. (2013). The Flipped Classroom : A Survey of the Research The Flipped Classrom : A Survey of the Research.

Birgili, B., Nevra, F., & Ebru, S. (2021). between 2012 and 2018 : A descriptive content analysis. Journal of Computers in Education, 4. https://doi.org/10.1007/s40692-021-00183-y

Chrissi, N. (2020). The use of peer instruction and flipped learning to support flexible blended learning during and after the COVID-19 Pandemic . 7, 184–195.

Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, (0123456789). https://doi.org/10.1007/s11125-020-09464-3

DeSantis, J., Curen, R. Van, Putsch, J., & Metzger, J. (2015). Do students learn more from a flip? An exploration of the efficacy of flipped and traditional lessons. Journal of Interactive Learning Research, 39–63.

Dick, W dan Carey, L. (2009). The systematic design of instruction. Fifth edition. New Jersey: Pearson Education Inc.

Fahyuni, E. F., & et al. (2020). Integrating islamic values and science for millennial students’ learning on using seamless mobile media. Jurnal Pendidikan IPA Indonesia, 9(2), 231–240. https://doi.org/10.15294/jpii.v9i2.23209

Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a Flipped Classroom in an Undergraduate Business Course. Business Edication and accreditation, 6(1), 95–108. https://doi.org/10.1080/08832323.1963.10116709

Gonzales, K. P. J. (2020). Rising From Covid-19: Private Schools’ Readiness And Response Amidst A Global Pandemic. Ioer International Multidisciplinary Research Journal, 2, 81–90.

Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00234-x.

Kinshuk, Chen, N. S., Cheng, I. L., & Chew, S. W. (2016). Evolution Is not enough: Revolutionizing Current Learning Environments to Smart Learning Environments. International Journal of Artificial Intelligence in Education, 26(2), 561–581. https://doi.org/10.1007/s40593-016-0108-x

Kvashnina, O. S., & Martynko, E. A. (2016). Analyzing the potential of flipped classroom in ESL teaching. International Journal of Emerging Technologies in Learning, 11(3), 71–73. https://doi.org/10.3991/ijet.v11i03.5309

Limniou, M., Schermbrucker, I., & Lyons, M. (2018). Traditional and flipped classroom approaches delivered by two different teachers: the student perspective. Education and Information Technologies, 23(2), 797–817. https://doi.org/10.1007/s10639-017-9636-8

Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 4. https://doi.org/10.1186/s41039-016-0044-2

Murphy, E., Rodríguez-Manzanares, M. A., & Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. British Journal of Educational Technology, 42(4), 583–591. https://doi.org/10.1111/j.1467-8535.2010.01112.x

Nouri, J. (2016). The flipped classroom: for active, effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1). https://doi.org/10.1186/s41239-016-0032-z

Perveen, A. (2016). Synchronous and Asynchronous E-Language Learning: A Case Study of Virtual University of Pakistan. Open Praxis, 8(1), 21–39. https://doi.org/10.5944/openpraxis.8.1.212

Rindaningsih, I., Hastuti, W. D., & Findawati, Y. (2019). Desain Lingkungan Belajar yang Menyenangkan Berbasis Flipped Classroom di Sekolah Dasar. Proceedings of the ICECRS, 2(1), 41. https://doi.org/10.21070/picecrs.v2i1.2452

Schoolnet, E. (2013). What is the Flipped Classroom model, and how to use it?

Shahabadi, M. M., & Uplane, M. (2015). Synchronous and Asynchronous e-learning Styles and Academic Performance of e-learners. Procedia - Social and Behavioral Sciences, 176, 129–138. https://doi.org/10.1016/j.sbspro.2015.01.453

Teng, D. C. E., Chen, N. S., Kinshuk, & Leo, T. (2012). Exploring students’ learning experience in an international online research seminar in the Synchronous Cyber Classroom. Computers and Education, 58(3), 918–930. https://doi.org/10.1016/j.compedu.2011.10.018

Tomas, L., Evans, N. (Snowy), Doyle, T., & Skamp, K. (2019). Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0135-4

Uscher-Pines, L., Schwartz, H. L., Ahmed, F., Zheteyeva, Y., Meza, E., Baker, G., & Uzicanin, A. (2020). School practices to promote social distancing in K-12 schools: Review of influenza pandemic policies and practices. BMC Public Health, 18(1), 1–13. https://doi.org/10.1186/s12889-018-5302-3




DOI: https://doi.org/10.22460/pej.v5i1.1883

Article Metrics

Abstract view : 231 times
PDF - 122 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.