DINDA KUSUMA WARDANI, 2201417131 (2022) THE IMPACT OF FLIPPED CLASSROOM TEACHING METHOD ON STUDENTS’ ACADEMIC ACHIEVEMENTS AND SELF-DIRECTEDNESS IN DISTANCE LEARNING. Under Graduates thesis, Unnes.

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Abstract

The study was conducted in order to find out the significantly effect of the flipped classroom teaching method on students' academic achievements and self-directed learning in distant learning. This study also aims to find out whether the flipped classroom teaching method effective in improving students’ academic achievements and self-directed in distance learning. In this study, the researcher took two classes as a sample of the research, the population of the study are students at eleventh grade in SMA N 1 KESESI. The study employs quantitative research approach with using Experimental Research Design. The quasi-experimental design utilized in this study was Non-equivalent Control Group Design. The research was carried out in the new academic year 2020/2021. It involved two classes of Senior High School; IPS 5 class was assigned as an experimental group and IPS 4 was assigned as a control group. The experimental group was taught using flipped classroom teaching method whilst the control group was taught using conventional teaching method. The Independent Sample T Test and the N-Gain test were used to examine the research data. Once the acquired data was examined, the finding revealed that it was normally distributed and homogenous. The findings revealed that there are substantial variations in the learning outcomes of students in the experimental and control group. It is evident from the substantial value of 0.000<0.05. The answer of hypotheses is if the t value is negative; there’s a meaningful difference between experimental class and control class if the t value is <0, 05. As a result, it is possible to conclude that there is a significant difference in average student learning outcomes between the Experiment and Control classes. The results demonstrated that using the flipped classroom approach can improve student learning outcomes in the cognitive domain, with the experimental class having an average learning outcome of 90,11 and the control class having an average learning outcome of 53,54. As a result, it is possible to conclude that the implementation of the flipped classroom learning paradigm can influence student learning outcomes in English topics

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