The Flipped Classroom Teaching Model forAssistingStudentduringCovid-19Pandemic

Suroyo Suroyo, M. Hasmil Adiya, Dewi Nasien, Bima Maulana Putra


Avoiding COVID-19 triggers chaos that produces
certain office of government being collapsed. Instruction is one
of the critical things that individual sought to consider,
numerous schools and instruction offices have closed amid
widespread. Be that as it may, online course is accepted that
individuals may learn from separate. Flipped Classroom is
known as online learning that uses technology as a platform for
lecturing. The video or podcast that lecturers send a day before
the class is believed to make students more understand about
the subject that student who doesn’t attend the class has a
chance to get a lesson. The aim of this research is to describe
how a flipped classroom is an advantage to help lecturers
giving subjects to students by giving them a video of them
lecturing with the method of this research is descriptive
qualitative with the subject is 185 (participants that answered
the survey) The result shows that flipped classroom is using
technologies such as video platform, and podcast that provides
many facilities for students to learn. However, this is believed
to give a chance for ever students that give subjects equally,
that students could get learned whenever they are.


Education; Flipped Classroom; Lecturers

Full Text:



M. A. Mahammed, “Analysis of Covid-19 Lockdown Policy Impact

by the Goverment of the Country on the Economic Sector and

Signing of Working Relationships (LAYOFFS),” Int. J. Law

Recontruction, vol. 4, no. 1, pp. 44–55, 2020.

M. Kuhfeld et al., “Projecting the Potential Impacts of COVID-19

School Closures on Academic Achievement. EdWorkingPaper No.

-226,” Annenb. Inst. Sch. Reform Brown Univ., no. 20, 2020.

L. C. Du, The flipped Classroom is the right way forward. Benoît

Raucent – Louvain Learning Lab (LLL) Grand, 2020.

C. Nwosisi, A. Ferreira, W. Rosenberg, and K. Walsh, “A Study

of the Flipped Classroom and Its Effectiveness in Flipping Thirty

Percent of the Course Content,” Int. J. Inf. Educ. Technol., vol. 6,

no. 5, pp. 348–351, 2016.

F. Ozdamli and G. Asiksoy, “Flipped Classroom Approach,” World

J. Educ. Technol. Curr. Issues, vol. 8, no. 2, pp. 98–105, 2016.

P. D. Aaron Sams, Jon Bergmann, Kristin Daniels, Brian Bennett,

Helaine W. Marshall, Ph.D., and Kari M. Arfstrom, “What Is

Flipped Learning ? The Four Pillars of F-LI-P,”,



P. Kerr, Flipped Learning. Cambridge University Press, 2020.

T. Wagoner, T. Nechodomu, M. Falldin, and S. Hoover, “CEHD

Flipped Learning Guide,” Digit. Educ. Innov., no. May, pp. 1–20,

H. Uzunboylu and D. Karagozlu, “Flipped classroom: A review of

recent literature,” World J. Educ. Technol. Curr. Issues, no.

November, pp. 142–147, 2015.

C. Romero-García, O. Buzón-García, and J. Touron, “The Flipped

Learning Model in Online Education for Secondary Teachers,” J.

Technol. Sci. Educ., vol. 9, no. 2, pp. 109–121, 2019.

J. McCarthy, “Reflections on a flipped classroom in first year higher

education,” Issues Educ. Res., vol. 26, no. 2, pp. 332–350, 2016.

A. Nederveld and Z. L. Berge, “Flipped learning in the workplace,”

J. Work. Learn., vol. 27, no. 2, pp. 162–172, 2015.

F. S. Yildirim and S. A. Kiray, “Flipped classroom model in

education,” Res. Highlights Educ. Scince, pp. 1–8, 2016.

T. S. Toh, K. A. Tengah, A. Tan, M. Shahril, and E. Leong, “the

Flipped Classroom Strategy: the Effects of Implementation At the

Elementary School Level Mathematics Lessons,” Proceeding 3rd

Int. Conf. Educ., vol. 3, no. April, pp. 1–13, 2017.

B. A. Brown and B. Brown, “Understanding the Flipped

Classroom : Types , Uses and Reactions to a Modern and Evolving

Pedagogy by,” 2016.


  • There are currently no refbacks.