FLIPPED CLASSROOM LEARNING MANAGEMENT INTEGRATED WITH ONLINE LEARNING LESSON BASED ON CONSTRUCTIVIST THEORY TO ENHANCE TECHNOLOGY SKILL OF GRADE 7 STUDENTS
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Abstract
The objectives of this research were 1) to develop and evaluate the effectiveness of an online lesson based on the constructivist approach on the topic “Essential Technology,” aiming to meet the efficiency criterion of 75/75, 2) to compare students technological skills after learning with the criterion of 70%, 3) to compare the learning achievement of grade 7 students who learned through flipped classroom instruction combined with the constructivist-based online lesson, against the 70% criterion, and 4) to study students satisfaction toward the flipped classroom instruction integrated with the constructivist-based online lesson. The sample group consisted of 34 grade 7 students. Research instruments included the constructivist-based online lesson, 12 flipped classroom instructional plans, a technology skill assessment form, a learning achievement test, and a satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, Shapiro-Wilk normality test, Wilcoxon Signed-Rank Test, and t-test. The research findings revealed that: 1) the effectiveness of the online lesson based on the constructivist approach was 77.07/78.80, exceeding the set criterion, 2) the overall post-instruction technological skills score was 78.55%, which was statistically significant at the .05 level, 3) the post-instruction learning achievement score was 78.82%, also statistically significant at the .05 level, and 4) students’ overall satisfaction toward the flipped classroom instruction integrated with the constructivist-based online lesson was at the highest level.
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