The Effectiveness of Flipbook-Based Blanded Leaning Technology on Thinking Skills and Student Learning Outcomes
DOI:
https://doi.org/10.47134/ijsl.v5i1.350Keywords:
Blended Learning, Flip Book, Critical Thinking, Learning OutcomesAbstract
This study uses a quasi-experimental design to examine the effectiveness of a flipbook-based blended learning method on student learning outcomes at SMPN 3 Banjarmasin. Participants included an experimental group (n=30) utilizing the flipbook-based method and a control group (n=31) using traditional approaches. Pre-test and post-test assessments measured learning outcomes. Results showed that the experimental group significantly outperformed the control group, achieving an average post-test score of 85.97 compared to 75.90, with a mean difference of 10.06 (p < 0.001). ANCOVA analysis demonstrated the learning method's significant impact on post-test scores (F = 15.508, p < 0.001), independent of pre-test performance (F = 0.032, p = 0.860). Residual analysis raised concerns about the assumptions of linearity and normal distribution, warranting further validation of the model. The learning method accounted for 25% of post-test score variability, suggesting the influence of additional factors. These findings affirm the method's effectiveness and call for comprehensive model assessments in educational studies.
Downloads
References
Andini, S., & Fitriana, L. (2018). Developing Flipbook Multimedia: The Achievement of Informal Deductive Thinking Level. Journal on Mathematics Education, 9(2), 227–238.
Anggraeni, A., Supriana, E., & Hidayat, A. (2019). Pengaruh blended learning terhadap kemampuan berpikir kritis siswa sma pada materi suhu dan kalor. State University of Malang.
Angin, C. K. B. P., & Juwitaningsih, T. (2023). Pengaruh Penerapan Model Pembelajaran PjBL Berbantuan Media Digital Flipbook terhadap Minat dan Hasil Belajar Siswa. Jurnal Pendidikan Sosial Dan Humaniora, 2(1), 306–316.
B, A. P., & Purwatiningsih, A. (2023). Proceedings of the 1st UPY International Conference on Education and Social Science (UPINCESS 2022). Proceedings of the 1st UPY International Conference on Education and Social Science (UPINCESS 2022) (Vol. 1). Atlantis Press SARL. doi:10.2991/978-2-494069-39-8.
Banda, H. J., & Nzabahimana, J. (2023). The impact of physics education technology (PhET) interactive simulation-based learning on motivation and academic achievement among malawian physics students. Journal of Science Education and Technology, 32(1), 127–141.
Darmawan, A. (2013). Pengaruh Pendekatan Blended Learning Menggunakan Portal Rumah Belajar Terhadap Hasil Belajar Ipa the Effect of Blended Learning Approach By Utilizing € Œrumah Belajar†Portal on the Learning Outcomes of Integrated Science. Jurnal Teknodik, 65–79.
ElSayad, G. (2023). Higher education students’ learning perception in the blended learning community of inquiry. Journal of Computers in Education, (0123456789). doi:10.1007/s40692-023-00290-y.
Fadhilatunisa, D., Fakhri, M. M., & Rosidah, R. (2020). Pengaruh Blended Learning Terhadap Aktivitas Belajar Dan Hasil Belajar Mahasiswa Akuntansi. Jurnal Pendidikan Akuntansi Indonesia, 18(2), 93–106.
Fortune, A. P., & Suranto, S. (2023). The Impact of Flipbook Maker Media on Learning Outcomes of Class XI High School Students in History Subjects. AL-ISHLAH: Jurnal Pendidikan, 15(3), 3373–3382. doi:10.35445/alishlah.v15i3.4083.
Geng, S., Law, K. M. Y., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education, 16(1). doi:10.1186/s41239-019-0147-0.
Glaser, C., & Brunstein, J. C. (2007). Improving fourth-grade students’ composition skills: Effects of strategy instruction and self-regulation procedures. Journal of Educational Psychology, 99(2), 297.
Hair, J., Hollingsworth, C. L., Randolph, A. B., & Chong, A. Y. L. (2017). An updated and expanded assessment of PLS-SEM in information systems research. Industrial Management & Data Systems, 117(3), 442–458.
İşçi, T. G., & Yazici, K. (2023). The Effect of the Use of the Flipped Learning Model in the Social Studies Course on the Students’ Academic Success and Higher-Order Thinking Skills. International E-Journal of Educational Studies, 7(13), 46–64. doi:10.31458/iejes.1216865.
Kumar, A., Krishnamurthi, R., Bhatia, S., Kaushik, K., Ahuja, N. J., Nayyar, A., & Masud, M. (2021). Blended Learning Tools and Practices: A Comprehensive Analysis. IEEE Access, 9, 85151–85197. doi:10.1109/ACCESS.2021.3085844.
Maharani, S. D., Laihat, L., Budiansyah, B., Susanti, R., Dewie, S. S. E., Ramadhani, S., & Sundari, A. (2024). Analyzing the Needs of Pre-service Teacher Education Students for Flipbook Learning Resources: Enhancing Understanding and Engagement with Educational Materials. AL-ISHLAH: Jurnal Pendidikan, 16(2). doi:10.35445/alishlah.v16i2.4741.
Muhayyang, M., Limbong, S., & Ariyani, A. (2021). Students’ Attitudes on Blended Learning-Based Instruction in Indonesian EFL Classroom. GNOSI: An Interdisciplinary Journal of Human Theory and Praxis, 4(2), 146–162.
Mutiani, M., Supriatna, N., Abbas, E. W., Rini, T. P. W., & Subiyakto, B. (2021). Technological, pedagogical, content knowledge (TPACK): A discursions in learning innovation on social studies. The Innovation of Social Studies Journal, 2(2), 135–142.
Novitasari, D., Listiani, I., & Prasasti, P. A. T. (2023). Efektivitas Media Pembelajaran Flip Book Terhadap Keterampilan Menulis Narasi Kelas V Sekolah Dasar. Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah, 7(4), 1586–1595.
Nuha, U., Wahyuni, S., Budiarso, A. S., Hasanah, U., & Anggraini, N. E. (2021). The Effectiveness of Flipbook and Video to Improve Students’ Critical Thinking Skills in Science Learning during the COVID-19 Pandemic. Lensa: Jurnal Kependidikan Fisika, 9(1), 32. doi:10.33394/j-lkf.v9i1.3899.
Nurhidayati, A., Putro, S. C., & Widiyaningtyas, T. (2018). Penerapan model PBL berbantuan e-modul berbasis flipbook dibandingkan berbantuan bahan ajar cetak pengaruhnya terhadap hasil belajar pemrograman siswa SMK. Teknologi Dan Kejuruan: Jurnal Teknologi, Kejuruan, Dan Pengajarannya, 41(2), 130–138.
Park, Y., & Doo, M. Y. (2024). Role of AI in Blended Learning: A Systematic Literature Review. International Review of Research in Open and Distributed Learning (Vol. 25).
Poon, J. (2013). Blended Learning: An Institutional Approach for Enhancing Students’ Learning Experiences. Journal of Online Learning & Teaching, 9(2), 271–289. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Blended+Learning+:+An+Institutional+Approach+for+Enhancing+Students+’+Learning+Experiences#0%5Cnhttp://jolt.merlot.org/vol9no2/poon_0613.pdf.
Rahmadani, E., & í, B. (2023). Innovation of Flipbook Teaching Materials in Supporting Student Learning Independence. Mimbar Sekolah Dasar, 11(1), 176–189. doi:10.53400/mimbar-sd.v11i1.61620.
Ristanto, R., Rusdi, R., Mahardika, R., Darmawan, E., & Ismirawati, N. (2020). Digital Flipbook Imunopedia (DFI): A Development in Immune system e-learning media.
Sala, R., Maffei, A., Pirola, F., Enoksson, F., Ljubić, S., Skoki, A., … Pezzotta, G. (2024). Blended learning in the engineering field: A systematic literature review. Computer Applications in Engineering Education, 32(3). doi:10.1002/cae.22712.
Sudiarta, I. G. P., & Sadra, I. W. (2016). Pengaruh model blended learning berbantuan video animasi terhadap kemampuan pemecahan masalah dan pemahaman konsep siswa. Jurnal Pendidikan Dan Pengajaran, 49(2), 48–58.
Syarifuddin, S., Aisyah, S., & Triana, Y. (2022). Meningkatan Motivasi Belajar Peserta Didik pada Pembelajaran Tatap Muka Usai Belajar Online Akibat Pandemi Covid-19. Edukatif: Jurnal Ilmu Pendidikan, 4(1), 278–288.
Syarifuddin, St. Aisyah. Jumriadi, Y. T. (2024). The Role Educatiinal Technology in The Millennial Era In Building The Capabilities of Elementary School Children, 13(1), 22–31.
Turkay, S. (2022). Comparison of dynamic visuals to other presentation formats when learning social science topics in an online setting. Australasian Journal of Educational Technology, 2022(5), 22–36. doi:10.14742/ajet.7639.
Usman, H., Lestari, I., Siregar, Y. E. Y., Rafiqa, S., & Sentryo, I. (2024). Flipbook and E-Learning for Teaching English to Elementary School Teacher Education Students. Studies in English Language and Education, 11(2), 919–935. doi:10.24815/siele.v11i2.35476.
Yu, T., Dai, J., & Wang, C. (2023). Adoption of blended learning: Chinese university students’ perspectives. Humanities and Social Sciences Communications, 10(1). doi:10.1057/s41599-023-01904-7.
Zen, Z., Reflianto, R., Ariani, F., & Hidayati, A. (2023). The effect of flipped digital classroom method using moodle and student engagement on reading comprehension. JPPI (Jurnal Penelitian Pendidikan Indonesia), 9(1), 1. doi:10.29210/020232668.
Zhang, H. (2024). Innovative Reform of Blended Teaching in Statistics Practice Class of Economics and Management under OBE Concept Orientation. Applied Mathematics and Nonlinear Sciences, 9(1). doi:10.2478/amns-2024-1517.
Zhang, W., & Zhu, C. (2017). Review on Blended Learning: Identifying the Key Themes and Categories. International Journal of Information and Education Technology, 7(9), 673–678. doi:10.18178/ijiet.2017.7.9.952.
Zhang, Z., & Huang, X. (2024). Exploring the impact of the adaptive gamified assessment on learners in blended learning. Education and Information Technologies. doi:10.1007/s10639-024-12708-w.
