Does Remap GI-based Flipped Classroom Enhance Students Generic Science Skills?

DOI

10.2991/978-2-38476-275-0_16How to use a DOI?

Keywords

Reading-Concept Mapping – Group Investigation; Flipped Classroom; Generic Science Skills; Quasi-Experimental; COVID-19

Abstract

The importance of generic science skills has rapidly expanded in senior high school. The research regarding how students enhance these skills or how they should be taught still needs to be discovered. This study aimed to investigate the effectiveness of the Reading Concept Mapping-Group Investigation (Remap-GI)-based flipped classroom in enhancing students’ generic science skills. We conducted a quasi-experiment that employed a nonequivalent pretest-posttest control group design. The study participants were sixty students from twelfth grade in the Natural Science Program in one of the High Schools, Malang. The experimental class used the Remap-GI-based flipped classroom, while the control class used the GI-based flipped classroom. Generic science skills were assessed using an assessment rubric. The data were analyzed using one-way ANCOVA analysis. Our results showed that the high school students generic science skills increased in all two classes, but the Remap GI-based flipped classroom group experienced the most significant increase. Specifically, the increasing generic science skills in Remap-GI-based flipped classrooms showed a significant difference in each indicator. Those indicators are direct observation, awareness of scale, logical inference, and mathematical modeling. These findings concluded that the Remap-GI-based flipped classroom could be the alternative learning model to enhance generic science skills for senior high school students.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ikramina Yusti Amina
AU  - Siti Zubaidah
AU  - Abdul Gofur
AU  - Hidayati Maghfiroh
AU  - Zainap Hartati
PY  - 2024
DA  - 2024/07/31
TI  - Does Remap GI-based Flipped Classroom Enhance Students Generic Science Skills?
BT  - Proceedings of the International Conference on Mathematics and Science Education (ICoMSE 2023)
PB  - Atlantis Press
SP  - 183
EP  - 197
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-275-0_16
DO  - 10.2991/978-2-38476-275-0_16
ID  - Amina2024
ER  -