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All Journal Journal of Education and Learning (EduLearn) ELINVO (Electronics, Informatics, and Vocational Education)
Zamzami Zainuddin
The University of Hong Kong
Humanities Computer Science & IT Education Electrical & Electronics Engineering Library & Information Science Social Sciences Other

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Flipping the classroom with a LMS: Designing a technologybased learning model Zamzami Zainuddin; Hardika Dwi Hermawan; Febritesna Nuraini; Santo Mugi Prayitno; Taufik Probowasito
Journal of Education and Learning (EduLearn) Vol 13, No 3: August 2019
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (372.222 KB) | DOI: 10.11591/edulearn.v13i3.12886

Abstract

This study proposes to present a sample design of a flipped learning instructional model for teaching Islamic Studies course at an Indonesian higher education institution. A bottom-up flipped learning model was developed in this study, based on Bloom’s taxonomy of educational objectives. A Learning Management System (LMS), Schoology, was employed as a platform to share pre-class video lectures for student learning activities outside-of-class. Three main activities proposed by the researchers outside of the class activities, namely, Watching, Summarizing, and Notetaking (WSN), whereas give and take conversation is the main class activity. This study implies that the bottom-up flipped learning model could potentially be implemented for teaching Islamic studies course in Indonesian higher education institutions, with the aim of fostering students' highest level of cognitive domains and independent learning skills. This study has implications for the Ministry of Research, Technology, and Higher Education and the Ministry of Religious Affairs of the Republic of Indonesia or policymakers to consider the flipped classroom as a contemporary teaching model for teaching Islamic studies course and other subjects at any in Indonesian higher education institutions.
Students’ Learning Experiences With LMS Tes Teach In Flipped-Class Instruction Zamzami Zainuddin; Hardika Dwi Hermawan; Febritesna Nuraini; Santo Mugi Prayitno
Elinvo (Electronics, Informatics, and Vocational Education) Vol 4, No 1 (2019): May 2019
Publisher : Department of Electronic and Informatic Engineering Education, Faculty of Engineering, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (41.465 KB) | DOI: 10.21831/elinvo.v4i1.24405

Abstract

The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ‘TES Teach’ on students’ learning experiences in a computer-assisted language learning (CALL) course with flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students’ meaningful learning activities. The observation of students’ learning activities on the LMS was also recorded to support the interview data. The LMS was adopted to distribute and receive information, thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES Teach is recommended to be performed in teaching CALL for higher education in Indonesia. It offers students’ occasion to practice and enhances their listening, writing, reading and vocabulary skills in and out-of-class times. It also prepares students to get ready for classroom activities in term of conversations and speaking skills. The further use of the LMSs should become often-visited sites by students for learning activities and replaced other non-educational favorite websites. Finally, this study recommends that the Ministry of Research, Technology and Higher education or policymakers in Indonesia, including instructors, students, and community members, must be actively involved in developing, supporting, and maintaining a transformed learning culture, from being traditional to a technology-based learning environment.
Co-Authors Febritesna Nuraini Hardika Dwi Hermawan Santo Mugi Prayitno Santo Mugi Prayitno Taufik Probowasito