Students’ view of flipped classroom in physics’ class

E. F. Putri, E. Purwaningsih


The flipped classroom is one of the strategies and learning models that can improve student learning outcomes. Recent research has been done to see the strengths, weaknesses, and effects of the flipped classroom on learning, but not much research has been done to see students' responses to the application of the flipped classroom in physics class in senior high. The purpose of this study is to see how students respond to the application of flipped classrooms in physics learning at the high school level. The phenomenological research design is used to examine the factors that influence research. The result showed that teachers need to be consider of several things that impact the learning process.


flipped classroom, physics classroom, physics in senior high

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REVISTA MEXICANA DE FÍSICA E, year 18, issue 1, January-June 2021. Semiannual Journal published by Sociedad Mexicana de Física, A. C. Departamento de Física, 2º Piso, Facultad de Ciencias, Universidad Nacional Autónoma de México, Ciudad Universitaria, Alcaldía Coyacán, C.P. 04510 , Ciudad de México. Apartado Postal 70-348. Tel. (+52)55-5622-4946,, Chief Editor: José Alejandro Ayala Mercado.  INDAUTOR Certificate of Reserve: 04-2019-080216402500-203, ISSN: 2683-2216 (on line), 1870-3542 (print), both granted by Instituto Nacional del Derecho de Autor.  Responsible for the last update of this issue, Technical Staff of Sociedad Mexicana de Física, A. C., Fís. Efraín Garrido Román, 2º. Piso, Facultad de Ciencias, Universidad Nacional Autónoma de México, Ciudad Universitaria, Alcaldía Coyacán, C.P. 04510 , Ciudad de México. Date of last modification, January 04, 2021.

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