PEMBERDAYAAN GURU MELALUI FLIPPED CLASSROOM: PELATIHAN STRATEGI PEMBELAJARAN AKTIF BAGI GURU SEKOLAH DASAR  DI ERA MERDEKA BELAJAR

Vicky Dwi Wicaksono; Hendrik Pandu Paksi; Achmad Kautsar; Hafid Kholidi Hadi; Andhega Wijaya

doi:10.26740/jpm.v6n2.p90-97

Authors

Vicky Dwi Wicaksono Universitas Negeri Surabaya
Hendrik Pandu Paksi Universitas Negeri Surabaya
Achmad Kautsar Universitas Negeri Surabaya
Hafid Kholidi Hadi Universitas Negeri Surabaya
Andhega Wijaya Universitas Negeri Surabaya

DOI:

https://doi.org/10.26740/jpm.v6n2.p90-97

Keywords:

flipped classroom, teacher, technology

Abstract

The challenges of 21st century learning require the application of innovative, student-centered learning strategies and active use of technology. One relevant approach is the Flipped Classroom model, where students first learn material independently outside of class via digital media, and face-to-face time in class is used for activities that are about understanding and strengthening concepts. Despite its potential, implementation of this model is still limited among elementary school teachers, so training is a strategic first step to improve teacher understanding and skills. The training was carried out in collaboration with KKG partner Gugus Ir. Soekarno and KKG Gugus I Gusti Ngurah Rai in Denpasar City. Activities taking place offline include an introduction to the Flipped Classroom concept, training on the use of supporting digital media, as well as a workshop on preparing Flipped Classroom-based learning. The results of the activity showed an average increase of 41.3% in understanding the flipped classroom concept, and 93.5% of participants stated that this training made it easier for them to design active and contextual learning. Teachers are able to create pre-class digital media, create collaborative activity scenarios, and utilize technology to increase student engagement. Participants felt helped and stated that they were ready to implement this approach in their respective schools. Apart from increasing competence, this activity also fosters a spirit of collaboration between teachers from the two partner groups to share good practices on an ongoing basis.

Author Biography

Vicky Dwi Wicaksono, Universitas Negeri Surabaya

Pendidikan Guru Sekolah Dasar

References

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14.

Ansari, A. H. (2022). Tantangan Guru Indonesia Di Abad 21. https://doi.org/10.31237/osf.io/sdztj

Armelia, D. (2024). Pengembangan Perangkat Pembelajaran Flipped Classroom Berbasis Schoology Dan Guided Discovery Learning Terhadap Pemahaman Konsep Siswa. Aksioma Jurnal Program Studi Pendidikan Matematika, 13(1), 254. https://doi.org/10.24127/ajpm.v13i1.7293

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.

Bishop, J., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. 2013 ASEE Annual Conference & Exposition, 23–1200.

Duman, M., Taat, M. S., & Abdullah, M. K. (2021). Pengaruh Iklim Organisasi Ke Atas Sikap Guru Terhadap Perubahan Dalam Pendidikan Abad Ke-21. Malaysian Journal of Social Sciences and Humanities (Mjssh), 6(6), 86–99. https://doi.org/10.47405/mjssh.v6i6.814

Fitra, J., & Maksum, H. (2021). Efektivitas Media Pembelajaran Interaktif dengan Aplikasi Powntoon pada Mata Pelajaran Bimbingan TIK. Jurnal Pedagogi Dan Pembelajaran, 4(1), 1. https://doi.org/10.23887/jp2.v4i1.31524

Inayah, S., Juandi, D., Darhim, D., Prabawanto, S., & Jupri, A. (2023). The Impact of Flipped Classroom Implementation in Mathematics Learning at Schools : Systematic Literature Review. Jurnal Analisa, 9(1), 59–73. https://doi.org/10.15575/ja.v9i1.18226

Kartika, R., & Wahyuni, A. (2023). Impact of Flipped Classroom on Elementary Students’ Creative Thinking in the Merdeka Curriculum. Jurnal Ilmu Pendidikan (Jip) Stkip Kusuma Negara, 15(1), 91–101. https://doi.org/10.37640/jip.v15i1.1800

Kausar, A., Maryono, D., & Aristyagama, Y. H. (2021). Effective Use of Blended Learning Flipped Classroom Type Reviewed From Student Learning Outcomes in Digital Simulation Subjects at SMK Negeri 3 Surakarta. Journal of Informatics and Vocational Education, 3(3). https://doi.org/10.20961/joive.v3i3.47248

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://doi.org/https://doi.org/10.1111/j.1467-9620.2006.00684.x

Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50–73.

Pattimukay, N. (2023). The Effect of the Flipped Classroom Model on the Mathematical Critical Thinking Ability of Elementary School Students. Jurnal Pendidikan Matematika (Jupitek), 6(1), 49–54. https://doi.org/10.30598/jupitekvol6iss1pp49-54

Pubian, Y. M., & Herpratiwi. (2022). PENGGUNAAN MEDIA GOOGLE SITE DALAM PEMBELAJARAN UNTUK MENINGKATKAN EFEKTIFITAS BELAJAR PESERTA DIDIK SEKOLAH DASAR. AKADEMIKA : Jurnal Teknologi Pendidikan, 163–172.

Rachmawati, Y., Rusijono, R., Mariono, A., & Arianto, F. (2023). The Effect of a Flipped Classroom Model on Students’ Learning Outcomes in Islamic Religion Education for 6th-Grade Elementary School. International Journal of Social Science and Human Research, 6(08). https://doi.org/10.47191/ijsshr/v6-i8-39

Rahayu, R., & Muhtar, T. (2022). Urgensi Kompetensi Pedagogik Guru Dalam Menghadapi Transformasi Pendidikan Abad 21. Jurnal Basicedu, 6(4), 5708–5713. https://doi.org/10.31004/basicedu.v6i4.3117

Susanti, L., Handriyantini, E., & Hamzah, A. (2023). Guru Kreatif Inovatif Era Merdeka Belajar. Penerbit Andi.

Suyato, S., Hidayah, Y., Arpannudin, I., & Septiningrum, L. (2023). Revitalisasi Pendidikan Kewarganegaraan Abad 21: Analisis Keterampilan Abad 21. Socia Jurnal Ilmu-Ilmu Sosial, 19(2), 78–84. https://doi.org/10.21831/socia.v19i2.60152

Widya, W., Yusmanila, Y., Zaturrahmi, Z., & Ikhwan, K. (2022). Praktikalitas E-Module Berbasis Model Creative Problem Solving (CPS) Untuk Materi Fluida Dinamis Terintegrasi Keterampilan Abad 21. Edukatif Jurnal Ilmu Pendidikan, 4(4), 5700–5707. https://doi.org/10.31004/edukatif.v4i4.3313

Wijaya, L. (2023). Peran Guru Profesional Untuk Meningkatkan Standar Kompetensi Pendidikan. Jurnal Multidisiplin Indonesia, 2(6), 1222–1230. https://doi.org/10.58344/jmi.v2i6.273

Yarbro, J., McKnight, P., Arfstrom, K. M., Director, P. D. E., & Network, F. L. (2014). Flipped learning.

Yusuf, M. (2025). Flipped Classroom: Revolusi Pengajaran dalam Meningkatkan Partisipasi Siswa. Academicus: Journal of Teaching and Learning, 4(1), 27–44.

Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3), 313–340. https://doi.org/https://doi.org/10.19173/irrodl.v17i3.2274