Proceedings of the 9th International Conference on Technical and Vocational Education and Training (ICTVET 2022)

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The Effect of Flipped Classroom in Learning: A Meta-analysis

Authors
Rizki Hardian Sakti1, Nizwardi Jalinus1, 2, Sukardi1, Rizky Ema Wulansari1, 3, *
1Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia
2Vocational Research Centre, Universitas Negeri Padang, Padang, Indonesia
3Instructional Media Unit of Mechanical Engineering Department, Universitas Negeri Padang, Padang, Indonesia
*Corresponding author. Email: rizkyema@ft.unp.ac.id
Corresponding Author
Rizky Ema Wulansari
Available Online 2 May 2023.
DOI
10.2991/978-2-38476-050-3_21How to use a DOI?
Keywords
Flipped Classroom; Effect; Meta-Analysis
Abstract

The primary effect of the flipped classroom on the knowledge category will be examined in this meta-analysis. There were a total of 10 papers that were chosen and met the requirements for inclusion as empirical studies of flipped classrooms in education that were done in actual classrooms. The review found that the flipped classroom had a significant positive impact on students’ knowledge. No single study has ever reported negative effects, which proves this. By examining a number of articles published in both domestic and international journals, this study used the meta-analysis method. Coding is the most crucial criteria in meta-analysis to make data gathering and analysis easier. As a result, the coding categories used for this reason are listed as the tool in this meta-analysis. As a result, the findings for knowledge paint a continuously optimistic picture. The findings for the knowledge-related results indicate that the differences found are not very significant. The final striking discovery is that students in flipped classes learn a little less, but retain more of what they have learned.

Copyright
© 2023 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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Volume Title
Proceedings of the 9th International Conference on Technical and Vocational Education and Training (ICTVET 2022)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
2 May 2023
ISBN
978-2-38476-050-3
ISSN
2352-5398
DOI
10.2991/978-2-38476-050-3_21How to use a DOI?
Copyright
© 2023 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.

Cite this article

risenwbib
TY  - CONF
AU  - Rizki Hardian Sakti
AU  - Nizwardi Jalinus
AU  - Sukardi
AU  - Rizky Ema Wulansari
PY  - 2023
DA  - 2023/05/02
TI  - The Effect of Flipped Classroom in Learning: A Meta-analysis
BT  - Proceedings of the 9th International Conference on Technical and Vocational Education and Training (ICTVET 2022)
PB  - Atlantis Press
SP  - 191
EP  - 197
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-050-3_21
DO  - 10.2991/978-2-38476-050-3_21
ID  - Sakti2023
ER  -