Flipped classroom using e-module to improve understanding of light concepts: needs analysis of e-module development to empower scientific explanation

• Published in: Journal of physics. Conference series Vol. 2165; no. 1; pp. 12040 - 12048
• Main Authors: Cari, Nasir, M, Sunarno, W, Rahmawati, F
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.01.2022
• Subjects: Classrooms; Colleges & universities; Data analysis; Empowerment; Flipped classroom; Modules; Physics; Qualitative analysis; Random sampling; Scaffolding
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/2165/1/012040

This study aims to determine the effectiveness of the flipped classroom using e- module to improve understanding of the light concept, analyze the trend of increasing student concept understanding, and analyze the weaknesses of e-module instructional activities. This research method is the concurrent embedded mix method. The research design is a one-group pretest-posttest design. The subjects involved 22 students of IAIN Palangka Raya and Hamzanwadi Selong University. The sample was selected by cluster random sampling. Quantitative data were collected using a two-tier test. Qualitative data were collected through interviews and observations. Quantitative data analysis technique using t-test. Qualitative data were analyzed descriptively qualitatively. The results showed that: 1) There was a significant increase in student’s conceptual understanding after the implementation of the flipped classroom using e-module, 2) The trend of increasing concept understanding in the low category was 18%, the medium category was 68%, and 14% in the high category, and 3) The weakness of this e-module is that there are no hand-on and scaffolding-oriented instructional activities to empower explanations. scientific in elaborating concepts.