Amitha, A. F. (2017). Hubungan Kecerdasan Interpersonal Dengan Hasil Belajar Pada Mata Pelajaran IPS Kelas V di SD intis School Yogyakarta. Jurnal Teknologi Pendidikan, 5(6), 139–154.
Arisanti, W. O. L., Sopandi, W., & Widodo, A. (2016). Analisis Penguasaan Konsep Dan Keterampilan Berpikir Kreatif Siswa Sd Melalui Project Based Learning: E-Jurnal Edu Humaniora, 8(1), 82–9.
Chen, C. W. J., & Lo, K. M. J. (2019). From Teacher-Designer to Student-Researcher: A Study of Attitude Change Regarding Creativity in STEAM Education by Using Makey Makey as a Platform for Human-Centred Design Instrument. Journal for STEM Education Research, 2(1), 75–91.
Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the Flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis. In Educational Technology Research and Development 3(3),33–58.
Chu, H. E., Martin, S. N., & Park, J. (2019). A Theoretical Framework for Developing an Intercultural STEAM Program for Australian and Korean Students to Enhance Science Teaching and Learning. International Journal of Science and Mathematics Education, 17(7), 1251–1266.
Graziano, K. J. (2017). Peer Teaching in a Flipped Teacher Education Classroom. TechTrends, 61(2), 121–129.
Hajhashemi, K., Caltabiano, N. J., Anderson, N., & Tabibzadeh, S. A. (2018). Students’ multiple intelligences in video-assisted learning environments. Journal of Computers in Education, 5(3), 329–348.
Hidayah, L. R., & Mustadi, A. (2021). The Implementation of The Flipped classroom for Early Grade Students in Elementary School. International Journal of Elementary Education, 5(1) 234-245.
Kandita K, Kasmadi, I.S. & Wardani.S (2015). Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbasis Lingkungan Terhadap Kemampuan Pemahaman Konsep Dan Karakter Pada Siswa Kelas V Sd. Journal of Primary Education, 4(2), 131–138.
Karabatak, S., & Polat, H. (2020). The effects of the Flipped classroom model designed according to the ARCS motivation strategies on the students’ motivation and academic achievement levels. Education and Information Technologies, 25(3), 1475–1495.
Kaviza, M. (2019). Kesan Kaedah Flipped classroom Dengan Teknik Peer Instruction Terhadap Kemahiran Berfikir Kritis. E-Bangi, 16(5), 1–12.
Ketut, N., & Yuliari, R. (2020). Studi Literatur Pendekatan Pembelajaran STEAM Menyongsong Era Society 5. 0. JPD: Jurnal Pendidikan Dasar 7(3), 18–27.
Kim, D., & Bolger, M. (2017). Analysis of Korean Elementary Pre-Service Teachers’ Changing Attitudes About Integrated STEAM Pedagogy Through Developing Lesson Plans. International Journal of Science and Mathematics Education, 15(4), 587–605.
Kurnianto, B., Wiyanto, & Haryani, S. (2019). Critical Thinking Skills and Learning Outcomes by Improving Motivation in the Model of Flipped Classroom. Journal of Primary Education, 9(3), 282–291.
Lee, M. K. (2018). Flipped classroom as an alternative future class model? implications of South Korea’s social experiment. Educational Technology Research and Development, 66(3), 837–857.
Lin, C. L., & Tsai, C. Y. (2020). The Effect of a Pedagogical STEAM Model on Students’ Project Competence and Learning Motivation. Journal of Science Education and Technology, 8(1), 62–70.
Marlina. U, S., & Yuliati, L. (2017). Pengaruh Authentic Problem Based Learning (Apbl) Terhadap Penguasaan Konsep. E-Jurnal Pendidikan. 6(3), 1–9.
Mu’minah, I. H., & Suryaningsih, Y.-. (2020). Implementasi STEAM (Science, Technology, Engineering, Art and Mathematics) Dalam Pembelajaran Abad 21. Bio Education: (The Journal of Science and Biology Education), 5(1), 65–73.
Nisa, E. N. C., Rusilowati, A., & Wardani, S. (2019). The Analysis of Student Science Literacy in Terms of Interpersonal Intelligence. Journal of Primary Education, 8(2), 161-168.
Nouri, J. (2016). The Flipped Classroom: for active, effective, and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1), 343-352
Nurmasdalifah. (2019). Pengaruh Model Pembelajaran Kooperatif Dan Kecerdasan Interpersonal Terhadap Hasil Belajar Matematika. Journal of Chemical Information and Modeling, 53(9), 1689–1699
Ortiz-Revilla, J., Adúriz-Bravo, A., & Greca, I. M. (2020). A Framework for Epistemological Discussion on Integrated STEM Education. Science and Education, 29(4), 857–880.
Prameswari, T.W, (2020). STEAM Based Learning Strategies by Playing Loose Parts for the Achievement of 4C Skills in Children 4-5 Years. Efektor, 7(1), 24–34.
Praptiwi, L., Handayani, L., & Sarwi, S. (2012). Efektivitas Model Pembelajaran Eksperimen Inkuiri Terbimbing Berbantuan My Own Dictionary Untuk Meningkatkan Penguasaan Konsep Dan Unjuk Kerja Siswa SMP RSBI. UNNES Science Education Journal, 1(2) 123-128.
Quigley, C. F., Herro, D., King, E., & Plank, H. (2020). STEAM Designed and Enacted: Understanding the Process of Design and Implementation of STEAM Curriculum in an Elementary School. Journal of Science Education and Technology, 29(4), 499–518.
Rahmah, S., Yuliati, L., & Irawan, E. B. (2018). Penguasaan Konsep IPA Pada Sekolah Dasar. Penguasaan Konsep IPA Pada Sekolah Dasar, 3(1), 35–40.
Ramdani, A., Jufri, A. W., Jamaluddin, J., & Setiadi, D. (2020). Kemampuan Berpikir Kritis dan Penguasaan Konsep Dasar IPA Peserta Didik. Jurnal Penelitian Pendidikan IPA, 6(1), 119
Rusmanto, R., ES, S. M., & Sarwi, S. (2014). Pengembangan Perangkat Pembelajaran Ipa Sd Model Cooperative Tipe Think Pair Share Dengan Pemberian Reward Untuk Meningkatkan Aktivitas Dan Penguasan Konsep. Journal of Primary Education, 3(1).121-131.
Rusnawati, M. D. (2020). Implementasi Flipped classroom Terhadap Hasil. 4(April), Jurnal Ilmiah Pendidikan dan Pembelajaran (JIPP) (8).139–150
Sagita, N. P. T. H., Manuaba, I. B. S., & Abadi, I. B. G. S. (2020). Kontribusi Komunikasi Interpersonal dan Self-confidence Terhadap Kompetensi Pengetahuan IPA Siswa Kelas V SD. Jurnal Pedagogi dan Pembelajaran 3(3), 315–323.
Saputra, M. E. A., & Mujib, M. (2018). Efektivitas Model Flipped classroom Menggunakan Video Pembelajaran Matematika terhadap Pemahaman Konsep. Desimal: Jurnal Matematika, (2), 173
Sari, D. Y., & Rahma, A. (2019). Pengaruh Pembelajaran Dengan Pendekatan STEAM. Journal Tunas Siliwangi 12. (9) 243-254
Sarwi, S., Supriyadi, S., & Sudarmin, S. (2013). Implementasi Model Pembelajaran Inovatif Untuk Mengembangkan Nilai Karakter Siswa SMP. Jurnal Penelitian Pendidikan, 30(2) 298-301.
Sarwi, S., Kasmui, K., & Subali, B. (2013). Implementasi Multimedia Berbasis Program Excel Dan Power Point Untuk Meningkatkan Kompetensi Profesional Guru Pondok Pesantren. Rekayasa: Jurnal Penerapan Teknologi dan Pembelajaran, 11(1),51-58.
So, H. J., Ryoo, D., Park, H., & Choi, H. (2019). What Constitutes Korean Pre-service Teachers’ Competency in STEAM Education: Examining the Multi-Functional Structure. Asia-Pacific Education Researcher, 28(1), 47–61.
Susanti, L., & Hamama Pitra, D. A. (2019). Flipped classroom Sebagai Strategi Pembelajaran Pada Era Digital. Health & Medical Journal, 1(2), 54–58.
Walidah, Z., Wijayanti, R., & Affaf, M. (2020). Pengaruh Model Pembelajaran Flipped classroom (FC) terhadap Hasil Belajar. Edumatica | Jurnal Pendidikan Matematika, 10(2), 71–77.
Wardani, S., & Setiawan, S. (2016). Pengaruh Pembelajaran Inkuiri Terbimbing Terhadap Pemahaman Konsep Dan Oral Activities Pada Materi Pokok Reaksi Reduksi Dan Oksidasi. Jurnal Inovasi Pendidikan Kimia, 10(2).1743-1750,
Widiawati, N. P., Pudjawan, K., & Margunayasa, I. G. (2015). Analisis pemahaman konsep dalam pembelajaran IPA pada siswa kelas IV SD di gugus II kecamatan banjar. E-Journal PGSD Universitas Pendidikan Ganesha, 3(1), 12–14
Widiyanto, Ali Sunarso, S. (2015). Pengembangan Bahan Ajar Berbasis Fenomena Alam Untuk Meningkatkan Pemahaman Konsep Dan Keterampilan Generik Siswa. Journal of Primary Education, 4(1), 63–70.
Yang, C. C. R., & Chen, Y. (2020). Implementing the Flipped classroom approach in primary English classrooms in China. Education and Information Technologies, 25(2),1217–1235.
Zakiyatul, M. (2020). Pengembangan kreativitas dan berpikir kritis pada anak usia dini melalui metode pembelajaran berbasis STEAM. Jurnal Studi Islam, Genjer dan Anak, 2(15). 266-278
Zou, D. (2020). Gamified flipped EFL classroom for primary education: student and teacher perceptions. Journal of Computers in Education, 7(2), 213–228.
Arisanti, W. O. L., Sopandi, W., & Widodo, A. (2016). Analisis Penguasaan Konsep Dan Keterampilan Berpikir Kreatif Siswa Sd Melalui Project Based Learning: E-Jurnal Edu Humaniora, 8(1), 82–9.
Chen, C. W. J., & Lo, K. M. J. (2019). From Teacher-Designer to Student-Researcher: A Study of Attitude Change Regarding Creativity in STEAM Education by Using Makey Makey as a Platform for Human-Centred Design Instrument. Journal for STEM Education Research, 2(1), 75–91.
Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the Flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis. In Educational Technology Research and Development 3(3),33–58.
Chu, H. E., Martin, S. N., & Park, J. (2019). A Theoretical Framework for Developing an Intercultural STEAM Program for Australian and Korean Students to Enhance Science Teaching and Learning. International Journal of Science and Mathematics Education, 17(7), 1251–1266.
Graziano, K. J. (2017). Peer Teaching in a Flipped Teacher Education Classroom. TechTrends, 61(2), 121–129.
Hajhashemi, K., Caltabiano, N. J., Anderson, N., & Tabibzadeh, S. A. (2018). Students’ multiple intelligences in video-assisted learning environments. Journal of Computers in Education, 5(3), 329–348.
Hidayah, L. R., & Mustadi, A. (2021). The Implementation of The Flipped classroom for Early Grade Students in Elementary School. International Journal of Elementary Education, 5(1) 234-245.
Kandita K, Kasmadi, I.S. & Wardani.S (2015). Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbasis Lingkungan Terhadap Kemampuan Pemahaman Konsep Dan Karakter Pada Siswa Kelas V Sd. Journal of Primary Education, 4(2), 131–138.
Karabatak, S., & Polat, H. (2020). The effects of the Flipped classroom model designed according to the ARCS motivation strategies on the students’ motivation and academic achievement levels. Education and Information Technologies, 25(3), 1475–1495.
Kaviza, M. (2019). Kesan Kaedah Flipped classroom Dengan Teknik Peer Instruction Terhadap Kemahiran Berfikir Kritis. E-Bangi, 16(5), 1–12.
Ketut, N., & Yuliari, R. (2020). Studi Literatur Pendekatan Pembelajaran STEAM Menyongsong Era Society 5. 0. JPD: Jurnal Pendidikan Dasar 7(3), 18–27.
Kim, D., & Bolger, M. (2017). Analysis of Korean Elementary Pre-Service Teachers’ Changing Attitudes About Integrated STEAM Pedagogy Through Developing Lesson Plans. International Journal of Science and Mathematics Education, 15(4), 587–605.
Kurnianto, B., Wiyanto, & Haryani, S. (2019). Critical Thinking Skills and Learning Outcomes by Improving Motivation in the Model of Flipped Classroom. Journal of Primary Education, 9(3), 282–291.
Lee, M. K. (2018). Flipped classroom as an alternative future class model? implications of South Korea’s social experiment. Educational Technology Research and Development, 66(3), 837–857.
Lin, C. L., & Tsai, C. Y. (2020). The Effect of a Pedagogical STEAM Model on Students’ Project Competence and Learning Motivation. Journal of Science Education and Technology, 8(1), 62–70.
Marlina. U, S., & Yuliati, L. (2017). Pengaruh Authentic Problem Based Learning (Apbl) Terhadap Penguasaan Konsep. E-Jurnal Pendidikan. 6(3), 1–9.
Mu’minah, I. H., & Suryaningsih, Y.-. (2020). Implementasi STEAM (Science, Technology, Engineering, Art and Mathematics) Dalam Pembelajaran Abad 21. Bio Education: (The Journal of Science and Biology Education), 5(1), 65–73.
Nisa, E. N. C., Rusilowati, A., & Wardani, S. (2019). The Analysis of Student Science Literacy in Terms of Interpersonal Intelligence. Journal of Primary Education, 8(2), 161-168.
Nouri, J. (2016). The Flipped Classroom: for active, effective, and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1), 343-352
Nurmasdalifah. (2019). Pengaruh Model Pembelajaran Kooperatif Dan Kecerdasan Interpersonal Terhadap Hasil Belajar Matematika. Journal of Chemical Information and Modeling, 53(9), 1689–1699
Ortiz-Revilla, J., Adúriz-Bravo, A., & Greca, I. M. (2020). A Framework for Epistemological Discussion on Integrated STEM Education. Science and Education, 29(4), 857–880.
Prameswari, T.W, (2020). STEAM Based Learning Strategies by Playing Loose Parts for the Achievement of 4C Skills in Children 4-5 Years. Efektor, 7(1), 24–34.
Praptiwi, L., Handayani, L., & Sarwi, S. (2012). Efektivitas Model Pembelajaran Eksperimen Inkuiri Terbimbing Berbantuan My Own Dictionary Untuk Meningkatkan Penguasaan Konsep Dan Unjuk Kerja Siswa SMP RSBI. UNNES Science Education Journal, 1(2) 123-128.
Quigley, C. F., Herro, D., King, E., & Plank, H. (2020). STEAM Designed and Enacted: Understanding the Process of Design and Implementation of STEAM Curriculum in an Elementary School. Journal of Science Education and Technology, 29(4), 499–518.
Rahmah, S., Yuliati, L., & Irawan, E. B. (2018). Penguasaan Konsep IPA Pada Sekolah Dasar. Penguasaan Konsep IPA Pada Sekolah Dasar, 3(1), 35–40.
Ramdani, A., Jufri, A. W., Jamaluddin, J., & Setiadi, D. (2020). Kemampuan Berpikir Kritis dan Penguasaan Konsep Dasar IPA Peserta Didik. Jurnal Penelitian Pendidikan IPA, 6(1), 119
Rusmanto, R., ES, S. M., & Sarwi, S. (2014). Pengembangan Perangkat Pembelajaran Ipa Sd Model Cooperative Tipe Think Pair Share Dengan Pemberian Reward Untuk Meningkatkan Aktivitas Dan Penguasan Konsep. Journal of Primary Education, 3(1).121-131.
Rusnawati, M. D. (2020). Implementasi Flipped classroom Terhadap Hasil. 4(April), Jurnal Ilmiah Pendidikan dan Pembelajaran (JIPP) (8).139–150
Sagita, N. P. T. H., Manuaba, I. B. S., & Abadi, I. B. G. S. (2020). Kontribusi Komunikasi Interpersonal dan Self-confidence Terhadap Kompetensi Pengetahuan IPA Siswa Kelas V SD. Jurnal Pedagogi dan Pembelajaran 3(3), 315–323.
Saputra, M. E. A., & Mujib, M. (2018). Efektivitas Model Flipped classroom Menggunakan Video Pembelajaran Matematika terhadap Pemahaman Konsep. Desimal: Jurnal Matematika, (2), 173
Sari, D. Y., & Rahma, A. (2019). Pengaruh Pembelajaran Dengan Pendekatan STEAM. Journal Tunas Siliwangi 12. (9) 243-254
Sarwi, S., Supriyadi, S., & Sudarmin, S. (2013). Implementasi Model Pembelajaran Inovatif Untuk Mengembangkan Nilai Karakter Siswa SMP. Jurnal Penelitian Pendidikan, 30(2) 298-301.
Sarwi, S., Kasmui, K., & Subali, B. (2013). Implementasi Multimedia Berbasis Program Excel Dan Power Point Untuk Meningkatkan Kompetensi Profesional Guru Pondok Pesantren. Rekayasa: Jurnal Penerapan Teknologi dan Pembelajaran, 11(1),51-58.
So, H. J., Ryoo, D., Park, H., & Choi, H. (2019). What Constitutes Korean Pre-service Teachers’ Competency in STEAM Education: Examining the Multi-Functional Structure. Asia-Pacific Education Researcher, 28(1), 47–61.
Susanti, L., & Hamama Pitra, D. A. (2019). Flipped classroom Sebagai Strategi Pembelajaran Pada Era Digital. Health & Medical Journal, 1(2), 54–58.
Walidah, Z., Wijayanti, R., & Affaf, M. (2020). Pengaruh Model Pembelajaran Flipped classroom (FC) terhadap Hasil Belajar. Edumatica | Jurnal Pendidikan Matematika, 10(2), 71–77.
Wardani, S., & Setiawan, S. (2016). Pengaruh Pembelajaran Inkuiri Terbimbing Terhadap Pemahaman Konsep Dan Oral Activities Pada Materi Pokok Reaksi Reduksi Dan Oksidasi. Jurnal Inovasi Pendidikan Kimia, 10(2).1743-1750,
Widiawati, N. P., Pudjawan, K., & Margunayasa, I. G. (2015). Analisis pemahaman konsep dalam pembelajaran IPA pada siswa kelas IV SD di gugus II kecamatan banjar. E-Journal PGSD Universitas Pendidikan Ganesha, 3(1), 12–14
Widiyanto, Ali Sunarso, S. (2015). Pengembangan Bahan Ajar Berbasis Fenomena Alam Untuk Meningkatkan Pemahaman Konsep Dan Keterampilan Generik Siswa. Journal of Primary Education, 4(1), 63–70.
Yang, C. C. R., & Chen, Y. (2020). Implementing the Flipped classroom approach in primary English classrooms in China. Education and Information Technologies, 25(2),1217–1235.
Zakiyatul, M. (2020). Pengembangan kreativitas dan berpikir kritis pada anak usia dini melalui metode pembelajaran berbasis STEAM. Jurnal Studi Islam, Genjer dan Anak, 2(15). 266-278
Zou, D. (2020). Gamified flipped EFL classroom for primary education: student and teacher perceptions. Journal of Computers in Education, 7(2), 213–228.
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Affiliations
Joni Albar
Universitas Negeri Semarang
Sri Wardani
Pascasarjana Universitas Negeri Semarang
Sarwi Sarwi
Pascasarjana Universitas Negeri Semarang
How to Cite
Albar, J., Wardani, S., & Sarwi, S. (2021). The Effect of Flipped Classroom Based STEAM Approach on Mastery of Concepts and Interpersonal Intelligence in Online Learning. Journal of Primary Education, 10(2), 129-140. https://doi.org/10.15294/jpe.v10i1.47301
The Effect of Flipped Classroom Based STEAM Approach on Mastery of Concepts and Interpersonal Intelligence in Online Learning
Vol 10 No 2 (2021): June 2021
Submitted: Jun 11, 2021
Published: Jun 30, 2021
Abstract
Innovative learning in the independent learning period from home by utilizing features in online applications in the learning process. The purpose of this study was to analyse the effect of the implementation of the flipped classroom model on concepts mastery and interpersonal intelligence of students. The research used quantitative approach with a quasi-experimental design non-equivalent control group design. The population in this study were 5th grade. The sample were 100 students consisting of four classes. Two experimental classes were given flipped classroom and STEM approach and two control classes were given reguler learning. The samples were chosen with sampling purposive technique. Data collection techniques used test techniques (multiple choice questions) and non-test (observation sheets, questionnaires, interviews, documentation). Data analysis techniques are prerequisite test, one-way ANOVA test and hypothesis t-test. The results of the average research test in the experimental class of concept understanding were 89.52 and interpersonal intelligence was 85.64, while in the control class, understanding of concepts was 77.08 and interpersonal intelligence was 64.74. Based on these findings, it can be concluded that there are significant effects and differences using the STEAM approach-based flipped classroom model in online mode to improve mastery concepts and interpersonal intelligence of students.