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Flipped classroom memiliki kelebihan dibandingkan dengan perkuliahan tradisional. Penelitian ini bertujuan untuk menilai keefektifan, feasibilitas dan akseptabilitas metode pembelajaran flipped classroom. Metode penelitian dengan metode penelitian campuran. Metode kuantitatif dengan desain pre-test dan post-test control group. Satu perkuliahan dengan metode kuliah tradisional (KT) dan satu lagi dengan metode flipped classroom (FC). Efektivitas dinilai dengan pre-test dan post-test. Post test dilakukan pada hari ke 0, 3, 7 dan 14. Feasibilitas dan akseptabilitas FC dinilai melalui FGD. KT pada mata kuliah fisiologi kehamilan, sedangkan FC pada mata kuliah fisiologi persalinan. Terdapat perbedaan skor pretest pada kelompok FC dibandingkan dengan KT, masing-masing 4.89 (± 0.85) vs 4.29 (±1.01) (p=0.000). Terdapat perbedaan skor posttest d-0, d-3, d-7, d-14 antara kelompok FC dan kelompok KT berturut-turut, 7.89 (± 0.85) vs 7.29 (±1.01) (p = 0.000); 6,82 (± 0,78) vs 6,14 (±0,81) (p= 0,000); 5,85 (± 0,80) vs 5,20 (±0,88) (p= 0,000); 5,81 (± 0,77) vs 4,78 (±0,82) (p= 0,000). FC lebih sulit, membebani mahasiswa, merangsang belajar lebih aktif, tidak sesuai untuk pembelajaran tertentu, dan memberikan gambaran situasi nyata. Flipped classroom lebih efektif dibandingkan kuliah tradisional. Flipped classroom dapat diterapkan dalam pembelajaran kedokteran, namun penerimaan metode ini masih bervariasi.
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Referensi
- Alabiad, C.R., Moore, K.J., Green, D.P., Kofoed, M., Mechaber, A.J., & Karp, C.L. (2020). The Flipped Classroom: An Innovative Approach to Medical Education in Ophthalmology. J Acad Ophthalmo, 12(2), 96-103
- Blair, R.A., Caton, J.B., & Hamnvik, O.R. (2020). A flipped classroom in graduate medical education. Clin Teach, 17(2), 195-199. doi: 10.1111/tct.13091.
- Campillo-Ferrer, J.M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communication, 8(176). https://doi.org/10.1057/s41599-021-00860-4
- Chen, F., Lui, A.M., & Martinelli, S.M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ, 51(6), 585–97.
- Dent, J.A., & Harden, R.M. (2017). A practical guide for medical teacher. Curchil Livingstone.
- Graffam, B. (2007) Active learning in medical education: strategies for beginning implementation. Med Teach, 229(1), 38–42.
- Hew, K.F., & Lo, C.K. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Medical Education, 18(38). https://doi.org/10.1186/s12909-018-1144-z
- Koo, C.L., Demps, E.L., Farris, C., Bowman, J.D., Panahi, L., & Boyle, P. (2016). Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course. Am J Pharm Educ, 25;80(2):33. doi: 10.5688/ajpe80233.
- Lu, C., Xu, J., Cao, Y. et al. (2023). Examining the effects of student-centered flipped classroom in physiology education. BMC Med Educ, 23(233). https://doi.org/10.1186/s12909-023-04166-8
- Mazur, E. (2009). Farewell, lecture? Science, 323(5910),50–51.
- Ramnanan, C.J., & Pound, L.D. (2017). Student perceptions of the flipped classroom. Advances in Medical Education and Practice, 13(8), 63-73. doi: 10.2147/AMEP.S109037
- Taylor, D.C., & Hamdy H. (2013). Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach, 35(11), 1561–1572.
Referensi
Alabiad, C.R., Moore, K.J., Green, D.P., Kofoed, M., Mechaber, A.J., & Karp, C.L. (2020). The Flipped Classroom: An Innovative Approach to Medical Education in Ophthalmology. J Acad Ophthalmo, 12(2), 96-103
Blair, R.A., Caton, J.B., & Hamnvik, O.R. (2020). A flipped classroom in graduate medical education. Clin Teach, 17(2), 195-199. doi: 10.1111/tct.13091.
Campillo-Ferrer, J.M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communication, 8(176). https://doi.org/10.1057/s41599-021-00860-4
Chen, F., Lui, A.M., & Martinelli, S.M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ, 51(6), 585–97.
Dent, J.A., & Harden, R.M. (2017). A practical guide for medical teacher. Curchil Livingstone.
Graffam, B. (2007) Active learning in medical education: strategies for beginning implementation. Med Teach, 229(1), 38–42.
Hew, K.F., & Lo, C.K. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Medical Education, 18(38). https://doi.org/10.1186/s12909-018-1144-z
Koo, C.L., Demps, E.L., Farris, C., Bowman, J.D., Panahi, L., & Boyle, P. (2016). Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course. Am J Pharm Educ, 25;80(2):33. doi: 10.5688/ajpe80233.
Lu, C., Xu, J., Cao, Y. et al. (2023). Examining the effects of student-centered flipped classroom in physiology education. BMC Med Educ, 23(233). https://doi.org/10.1186/s12909-023-04166-8
Mazur, E. (2009). Farewell, lecture? Science, 323(5910),50–51.
Ramnanan, C.J., & Pound, L.D. (2017). Student perceptions of the flipped classroom. Advances in Medical Education and Practice, 13(8), 63-73. doi: 10.2147/AMEP.S109037
Taylor, D.C., & Hamdy H. (2013). Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach, 35(11), 1561–1572.