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The Flipped-Classroom Instructional Procedure Development And Its Implementation Effectiveness In Improving Procedural Knowledge Learning Outcomes At Vocational High Schools, Admaja Dwi Herlambang, Olivia Dyah Fransisca, Tri Afirianto
The Flipped-Classroom Instructional Procedure Development And Its Implementation Effectiveness In Improving Procedural Knowledge Learning Outcomes At Vocational High Schools, Admaja Dwi Herlambang, Olivia Dyah Fransisca, Tri Afirianto
Elinvo (Electronics, Informatics, and Vocational Education)
The students' number limitation in a classroom and the compression of face-to-face time challenge teachers to present practical learning scenarios to achieve learning objectives. This study aims to develop student learning procedures with the flipped classroom (FC) instructional model and determine its use in improving student learning outcomes. The research was conducted at a public information technology vocational high school in Malang, East Java Province, Indonesia. The FC instructional procedure development approach is based on the ADDIE (analysis, design, development, implementation, and evaluation) phase. The FC instructional procedure was developed in conjunction with a constructivist instructional strategy, consisting of five …
Interactive Procedural Knowledge Learning Resources Development In The Context Of Competency-Based Training Instructional Approach And Interactive Media Design Subjects For Information Technology Vocational High School, Admaja Dwi Herlambang, Baiti Budiman, Wibisono Sukmo Wardhono
Interactive Procedural Knowledge Learning Resources Development In The Context Of Competency-Based Training Instructional Approach And Interactive Media Design Subjects For Information Technology Vocational High School, Admaja Dwi Herlambang, Baiti Budiman, Wibisono Sukmo Wardhono
Elinvo (Electronics, Informatics, and Vocational Education)
Many research has proven the good impact of digital learning resources on the knowledge acquisition by students. However, this research only focuses on factual and conceptual knowledge types. In contrast, the learning process in vocational high schools is dominated by procedural knowledge and practical activities. This research aims to produce a digital handbook appropriate in content, media, and utilization in the learning process of procedural knowledge at an information technology vocational high school. Digital handbook components were arranged based on the context of the Competency-Based Training (CBT) instructional approach and Interactive Media Design subjects. The digital handbook was developed under …