Flipped Classroom--Digital Game-Based Learning (FC-DGBL): Enhancing Genetics Conceptual Understanding of Students in Bilingual Programme

Autor/inn/en	Ristanto, Rizhal Hendi; Kristiani, Endah; Lisanti, Elsa
Titel	Flipped Classroom--Digital Game-Based Learning (FC-DGBL): Enhancing Genetics Conceptual Understanding of Students in Bilingual Programme
Quelle	In: Journal of Turkish Science Education, 19 (2022) 1, S.332-352 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ristanto, Rizhal Hendi) ORCID (Kristiani, Endah) ORCID (Lisanti, Elsa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Science Instruction; Educational Technology; Technology Uses in Education; Flipped Classroom; Biology; Game Based Learning; Video Games; Secondary School Students; Grade 9; Bilingual Education; Genetics; Scientific Concepts; Concept Formation; Instructional Effectiveness; Foreign Countries; Indonesia (Jakarta) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Flipped classrooms; Flip teaching; Inverted teaching; Biologie; Video game; Videospiel; Videospiele; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Bilingual teaching; Bilingualer Unterricht; Humangenetik; Concept learning; Begriffsbildung; Unterrichtserfolg; Ausland
Abstract	The learning process with modern technology is an absolute requirement in the digital age. As a science subject with unique characteristics, biology also requires a unique and technology-based learning process. Flipped Classroom--Digital Game-Based Learning (FC-DGBL) is a learning model that combines flipped classrooms and evaluations using digital game-based learning Kahoot. This study on the effect of the FC-DGBL learning model on the conceptual understanding of Genetics was conducted on secondary school students in the grade nine bilingual program. The research was located at Penabur Christian Secondary School Kelapa Gading Jakarta, Indonesia. This study used a quasi-experimental design; the students involved were 46 students, and data on understanding genetic concepts were collected using a 12-question essay test that refers to Bloom's taxonomy. The analysis was performed by ANCOVA testing at the significance level a = 0.05. The results showed that FC-DGBL had a significant effect to enhance the conceptual understanding of the Genetics of bilingual secondary school students. Students who obtained the Flipped Classroom--Digital Game-Based Learning (FC-DGBL) significantly understood the Genetics concept than students with traditional learning models. Based on the dimensions of conceptual genetics understanding in the aspect of applying genetic knowledge, analyzing the concept of genetics, and proposing new ideas about genetics FC-DGBL had a higher increase, whereas the evaluating aspect of ideas related to genetics was lower than that of the control group. FC-DGBL is a good learning design for learning genetics in bilingual learning programs. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01