KEBERKESANAN KAEDAH FLIPPED CLASSROOM DALAM MENINGKATKAN KEMAHIRAN MENGOLAH ISI KARANGAN MURID-MURID SEKOLAH RENDAH
EFFECTIVENESS OF FLIPPED CLASSROOM METHOD IN IMPROVING THE WRITING SKILLS OF PRIMARY SCHOOL PUPILS
DOI:
https://doi.org/10.51200/jobsts.v6i1.2803Keywords:
Kaedah, Flipped Classroom, karangan, olahanAbstract
Kajian ini dilaksanakan bagi mengkaji keberkesanan kaedah Flipped Classroom dalam meningkatkan kemahiran mengolah isi karangan Bahasa Melayu tahun 6. Kajian kuasi-eksperimen ini adalah berbentuk kuantitatif. Kajian ini dijalankan kepada 31 responden bagi kumpulan eksperimen yang diajar menggunakan kaedah Flipped Classroom dan 28 responden bagi kumpulan kawalan. Instrumen yang digunakan merangkumi ujian pra, ujian pasca, dan senarai semak. Instrumen ujian pra dan pasca dilaksanakan bagi melihat hasil dalam perbezaan prestasi penulisan isi karangan bagi kumpulan eksperimen dan kawalan. Instrumen senarai semak digunakan bagi melihat aspek pengolahan isi karangan murid. Data yang diperoleh telah dianalisis menggunakan perisian Statistical Packages for Social Sciences (SPSS) Version 23.0. Hasil kajian juga dianalisis menggunakan ujian-t. Skor min bagi kumpulan eksperimen ialah 20.64 dengan sisihan piawai 2.244 menunjukkan dapatan yang lebih tinggi jika dibandingkan skor min bagi kumpulan kawalan 14.00 dan sisihan piawai 3.620. Hasil kajian ini boleh digunakan para guru untuk menggunakan kaedah Flipped Classroom dalam topik atau mata muridan lain dengan lebih berkesan dan bersistematik.
This study was undertaken to assess the effectiveness of Flipped Classroom in improving writing skills in converting the Malay 6. In this quasi-experimental study was quantitative. This study was conducted on 31 respondents for the experimental group taught using the Flipped Classroom method and 28 respondents for the control group. The instruments used include pre-test, post-test, and checklist. Pre- and post-test instruments were implemented to see the results in the differences in essay writing performance for the experimental and control groups. The checklist instrument is used to look at the processing aspects of student essay content. The data obtained were analyzed using Statistical Packages for Social Sciences (SPSS) Version 23.0 software. The results of the study were also analyzed using t-test. The mean score for the experimental group was 20.64 with a standard deviation of 2.244 showing higher findings when compared to the mean score for the control group 14.00 and a standard deviation of 3.620. The results of this study can be used by teachers to use the Flipped Classroom method in other students' topics or points more effectively and systematically.
References
Abdul Rasid Jamian & Hasmah Ismail. (2013). Pelaksanaan Pembelajaran Menyeronokkan dalam Pengajaran dan Pembelajaran Bahasa Melayu. Jurnal Pendidikan Bahasa Melayu, 3(2), 49-63.
Ahmed, M.A.E.A.S. (2016). The Effect of a Flipping Classroom on Writing Skill in English as a Foreign Language and Students’ Attitude Towards Flipping. US-China Foriegn Language, 14(2), 98-114.
Azlina A. Rahman. (2014). Flipped Classroom Dalam Konteks Malaysia. Fakulti Pendidikan: Universiti Teknologi Malaysia (UTM).
Azlina A. Rahman. (2017). Kesan Kaedah Flipped Classroom Menerusi Pembelajaran Berasaskan Projek ke Atas prestasi dan Gaya Pembelajaran murid. (Kertas Projek) Universiti Teknologi Malaysia. (Tidak Diterbitkan) (Tesis Doktor Falsafah).
Danial Heryanto Zainal Abidin. (2018). Penggunaan Aplikasi Whatsapp dalam Kaedah Flipped Classroom untuk Peningkatan Akademik Bahasa Melayu Tahun 5. Prosiding Seminar Kebangsaan Majlis Dekan Pendidikan Universiti Awam 2018, hlm. 976-984.
Dorothy Dewitt, Norlidah Alias, Saedah Siraj & Mohd Nazri Abdul Rahman. (2014). Design and Developmental Research: Emergent Trends in Educational Research. Dalam Saedah Siraj, Norlidah Alias, Dorothy DeWitt & Zaharah Hussin (Eds). Design and Developmental Research: Emergent Trends in Educational Research. Pearson: Malaysia. (pp 2-15).
Earl. L. (2013). Schooling for change Reinventing Education for Early Adolescents. Washington. D. C: The Falmer Press.
Fatemah Soltanpour & Mohammadreza Valizadeh. (2018). A Flipped Writing Classroom: Effect on EFL Learners’ Argumentative Essays. Advances in Language and Literary Studies. 9(1), 5-13.
Jiugen, Y., Ruonan, X., & Wenting, Z. (2014). Essence of Flipped Classroom Teaching Model and Influence on Traditional Teaching. IEEE, 362–365.
King, F., Goodson, L., dan Rohani, F. (2011). Higher Order Thinking Skills: Definition, Teaching Strategies, Assessment. Florida: Center for Advancement of Learning and Assessment.
Downloads
Published
How to Cite
Issue
Section
![](/ojums/public/site/icon-view.png)
![](/ojums/public/site/icon-download.png)