Flipped Classroom Teaching Methods Influencing Learning Methods among School Students


Education in Malaysia is now in the phase of applying 21st century learning that desperately needs thinkers who are capable of thinking creatively, innovatively and can generate new ideas and ideas to enable them to complete globally. To that end, education today provides students with the opportunity to go through the process of learning based on their own experiences so that it can be applied to daily learning, especially in the classroom. One of the effective teaching methods is to use the Flipped Classroom learning method, which is a method of transferring lectures, which requires students to first understand concepts in a particular topic through self-study before teachers can teach them and facilitate them. The flipped classroom learning methods also requires a flip-flop in conventional classroom learning strategies and methods in which teachers first provide the task of asking their students to complete the task before engaging in the learning activities. This flipped classroom learning has the ability and potential to influence how students learn in the effective implementation of the learning process. This learning process gives students the opportunity to focus, demonstrate the ability to create and at the same time work on better ideas. Therefore a flipped classroom learning process can attrack and excite students’ interest in learning using their own experiences or knowledge. In addition, the learning process in the classroom can be fully utilized to carry out collaborative activities and strengthening students individually. As a result, this method will have a positive impact on students in receiving knowledge more easily, enjoyably and effectively. Therefore, teachers need to be smart in developing their learning strategies to produce students who are creative, innovative and able to generate new ideas.


History Education, Effective Learning, Issues and Challenges of History Education, PAK-21


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DOI : https://doi.org/10.32698/GCS.01103