The Development of Flipped Classroom Learning Management with the Teaching of Practical Skills using Online Lessons for Undergraduate Students

Abstract

The purpose of this research were to 1) test the effectiveness of the flipped classroom learning arrangement combined with teaching practical skills using online lessons for undergraduate students,
2) Compare the academic achievement of students who study with a flipped classroom learning arrangement combined with teaching practical skills using online lessons and students who studied with normal learning management, 3) Compare the ability to develop practical skills of students who study with a flipped classroom learning arrangement combined with teaching practical skills using online lessons. with students studying with normal learning arrangements and 4) Study of satisfaction of undergraduate students towards organizing learning in a flipped classroom format combined with teaching practical skills using online lessons. The sample group used for this research was 41 people, obtained by random sampling (Cluster Random Sampling) and divided into 2 groups: Group 1, number of 21 people, designated as the experimental group, and Group 2, number of 20 people, designated as the control group. The tools used to collect data include: 1) learning management plans Consisting of 4 learning plans for a flipped classroom with teaching practical skills using online lessons, 4 plans for 4 hours each, totaling 16 hours, and 4 plans for normal learning, 4 hours for each plan, for a total of 16 hours. 2) Online lesson on website development. 3) Academic achievement test, 30 questions, 4 multiple choice options, 4) Website development ability test, 3 questions, and 5) students` satisfaction, 15 questions. Statistics used in data analysis include percentage, mean, standard deviation, and t-test for Independent Sample.

The research found that          

1. The effectiveness of flipped classroom learning arrangements combined with practical skills teaching using online lessons for undergraduate students, 82.86/81.43 meets the criteria.

2. The academic achievement of students who learned with flipped classroom management combined with teaching practical skills using online lessons was statistically significantly higher than students learning with normal learning management at .05 level.

3. The ability to develop practical skills of students learning with flipped classroom management combined with teaching practical skills using online lessons was higher than students learning with normal learning management.

4. Undergraduate students’ satisfaction with flipped classroom learning arrangements combined with practical skills instruction using online lessons. Overall is at the highest level. The overall mean was 4.79, the standard deviation was 0.46.