Modified Flipped Classroom to Increase Readiness, Engagement and Understanding of Midwifery Students in Basic Science Course
Abstract
Covid-19 pandemic has prompted an opportunity to use technology to help students understand difficult topics such as basic science. The flipped classroom method has been widely used to increase the students' active roles. This study aims to measure the impact of modified flipped classroom to the undergraduate midwifery student's readiness, engagement, and understanding. This study used an embedded experimental model with an uncontrolled one-group pre-post-test quasi-experimental design on a total sampling of 37 first-year undergraduate diploma midwifery education students. The treatments were exposure to pre-class physiology video teaching materials and the flipped classroom. Kirkpatrick levels 1 and 2 were used to measure satisfaction and learning using closed Likert scales and open-ended questionnaires. Students' pre and post-test scores were measured and analysed using paired t-tests. Open questionnaire answers were analysed using content analysis. The statistical result showed significance difference (p <0.0001) with an increase in the average pre-post test score of 49%. The qualitative data revealed that the modified flipped classroom could increase active learning, self-reflection, learning material mastery and repetition, student readiness, lecturing effectiveness, and learning pace equity. The modified flipped classroom method was effective to increase the readiness, engagement, and understanding of the midwifery students in basic science course. Suggestions for future researchers are to add additional variables in the study to measure the impact of modified flipped classroom, such as learning motivation, student satisfaction, and academic outcomes. This will provide a more comprehensive picture of the effects of using this method on learning outcomes and student experience.
Keyword: Flipped classroom, Kirkpatrick, Midwifery, Online learning, Physiology
Full Text:
PDFReferences
Agustina, W., Hamengkubuwono, H., & Syahindra, W. (2020). Model Pembelajaran Pendidikan Agama Islam Di Sekolah Umum. At-Ta'dib: Jurnal ilmiah prodi Pendidikan Agama Islam, 112-126.
Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports. In ASHE-ERIC Higher Education Report.
Dehghanzadeh, S., & Jafaraghaee, F. (2018). Comparing the effects of traditional lecture and flipped classroom on nursing students’ critical thinking disposition: A quasi-experimental study. Nurse Education Today, 71, 151–156. https://doi.org/10.1016/j.nedt.2018.09.027
Devi, S., Upendra, S., Kaur, J., Shitalwaghmare, & Barde, S. (2019). Effect of flipped classroom teaching on improvement of clinical performance in labour room among nursing students. Indian Journal of Public Health Research and Development, 10(7), 1481–1485. https://doi.org/10.5958/0976-5506.2019.01803.5
Halasa, S., Abusalim, N., Rayyan, M., Constantino, R. E., Nassar, O., Amre, H., Sharab, M., & Qadri, I. (2020). Comparing student achievement in traditional learning with a combination of blended and flipped learning. Nursing Open, 7(4), 1129–1138. https://doi.org/10.1002/NOP2.492
Hastjarjo, T. D. (2019). Rancangan Eksperimen-Kuasi. Buletin Psikologi, 27(2), 187. https://doi.org/10.22146/buletinpsikologi.38619
Jian, Q. (2019). Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. Electronic Library, 37(5), 842–859. https://doi.org/10.1108/EL-02-2019-0024
Kolifah, K., Prihartati, N. G., & Mudhawaroh, M. (2017). Application of Innovative Flipped Classroom Learning on Improving Motivation of Midwifery Students in the Antenatal Care. https://doi.org/10.2991/HSIC-17.2017.48
Leary, H. (2017). Educational Technologies in Medical and Health Sciences Education. In Interdisciplinary Journal of Problem-Based Learning (Vol. 11, Issue 2). https://doi.org/10.7771/1541-5015.1726
Lucey, C. R., & Johnston, S. C. (2020). The Transformational Effects of COVID-19 on Medical Education Author Audio Interview Supplemental content. Number, 324, 1033. https://doi.org/10.1001/jama.2020.14136
Luscombe, C., & Montgomery, J. (2016). Exploring medical student learning in the large group teaching environment: Examining current practice to inform curricular development. BMC Medical Education, 16(1), 1–9. https://doi.org/10.1186/s12909-016-0698-x
Luyben, A., Fleming, V., & Vermeulen, J. (2020). Midwifery education in COVID-19- time: Challenges and opportunities. Midwifery, 89, 102776. https://doi.org/10.1016/J.MIDW.2020.102776
McCoy, L., Pettit, R. K., Lewis, J. H., Bennett, T., Carrasco, N., Brysacz, S., Makin, I. R. S., Hutman, R., & Schwartz, F. N. (2015). Developing technology-enhanced active learning for medical education: Challenges, solutions, and future directions. Journal of the American Osteopathic Association, 115(4), 202–211. https://doi.org/10.7556/jaoa.2015.042
Nerantzi, C. (2020). The Use of Peer Instruction and Flipped Learning to Support Flexible Blended Learning During and After the COVID-19 Pandemic. International Journal of Management and Applied Research, 7(2), 184–195. https://doi.org/10.18646/2056.72.20-013
Pivač, S., Skela-Savič, B., Jović, D., Avdić, M., & Kalender-Smajlović, S. (2021). Implementation of active learning methods by nurse educators in undergraduate nursing students’ programs – a group interview. BMC Nursing, 20(1), 1–10. https://doi.org/10.1186/s12912-021-00688-y
Sari, S. G., Rozimela, Y., & Yerizon, Y. (2023). Praktikalitas Pengembangan Pembelajaran Flipped Classroom berbantuan Media Interaktif pada Materi Bangun Ruang Kelas V Sekolah Dasar. Jurnal Cendekia: Jurnal Pendidikan Matematika, 7(2), 1020-1028.
Sarsar, F., & Yilmaz, Y. (2018). Designing flipped learning for digital workplace learning. In Digital Workplace Learning: Bridging Formal and Informal Learning with Digital Technologies. https://doi.org/10.1007/978-3-319-46215-8_6
Sinaga, K. (2017). Penerapan flipped classroom pada mata kuliah kimia dasar untuk meningkatkan self-regulated learning belajar mahasiswa. Jurnal Inovasi Pendidikan Kimia, 11(2).
Sugrah, N. (2019). Implementasi teori belajar konstruktivisme dalam pembelajaran sains. Humanika, Kajian Ilmiah Mata Kuliah Umum, 19(2), 121-138.
Swanwick, T. (2014). Understanding Medical Education Evicence, Theory, and Practice (T. Swanwick (ed.); 2nd ed.). Willey Blackwell.
Switri, E. (2022). Teknologi dan Media Pendidikan Dalam Pembelajaran. Penerbit Qiara Media.
Tan, C., Yue, W.-G., & Fu, Y. (2017). Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis. Chinese Nursing Research, 4(4), 192–200. https://doi.org/10.1016/j.cnre.2017.10.006
Tang, F., Chen, C., Zhu, Y., Zuo, C., Zhong, Y., Wang, N., Zhou, L., Zou, Y., & Liang, D. (2017). Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship. Medical Education Online, 22(1). https://doi.org/10.1080/10872981.2017.1395679
Tesema, A. A., Yimam, E., & Shemsi, S. (2020). Knowledge on active participation in classroom among nursing and midwifery students. Journal of Education and Learning (EduLearn), 14(3), 352–361. https://doi.org/10.11591/edulearn.v14i3.15645
Xuto, P., Amphai, S., Srisawang, J., Chaiwuth, S., Prasitwattanaseree, P., Khwanngern, P., Sansiriphun, N., Khetwang, K., & Sriarporn, P. (2022). Delivering midwifery concepts to undergraduate nursing students: a comparison study of the online flipped learning with the traditional in-class pedagogy. Teaching and Learning in Nursing, 17(2), 195–198.
DOI: http://dx.doi.org/10.30829/contagion.v5i4.15644
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Lenny Oktorina, Yuni Nurchasanah, Yudi Feriandi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
