The Influence of the Flipped Classroom with Google Sites on Circulatory System Material to Motivation and Student Learning Outcomes
DOI:
https://doi.org/10.24252/al-ahya.v8i2.62247Keywords:
flipped classroom, learning motivation, learning outcomesAbstract
This study was motivated by the need to optimize the use of technology-enhanced instructional models and media to improve students’ learning motivation and academic achievement. One instructional approach considered potentially effective in this regard is the flipped classroom model supported by Google Sites. This study aimed to examine the effect of the flipped classroom model integrated with Google Sites on students’ motivation and learning outcomes in the topic of the circulatory system. The study employed a quasi-experimental method with a nonequivalent control group design. The population consisted of Grade XI Science students at Public Senior High School 6 Jeneponto. Purposive sampling was used to select Grade XI Mathematics and Natural Sciences 2 as the experimental group and Grade XI Mathematics and Natural Sciences 5 as the control group. Data were analyzed using descriptive statistics and inferential statistics through an independent samples t-test with the assistance of SPSS version 23. The results of the t-test showed a statistically significant effect on learning motivation (p < 0.001) and learning outcomes (p < 0.001). Since the significance values were below 0.05, the null hypothesis (H0) was rejected, and the alternative hypothesis (H1) was accepted. These findings indicate that the flipped classroom model supported by Google Sites significantly affected the learning motivation and academic achievement of Grade XI Science students at Public Senior High School 6 Jeneponto.
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