Pendekatan Flipped Classroom dalam Bidang Pendidikan Sains: Analisis Bibliometrik Terhadap Dokumen Penerbitan dari Pangkalan Data SCOPUS (2010-2021)

  • Wan Hatimansarozi Wan Omar Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM), 43600, Bangi, Selangor, Malaysia.
  • Lilia Halim Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM), 43600, Bangi, Selangor, Malaysia.
Keywords: Analisis bibliometrik, Flipped classroom, Pendidikan Sains, SCOPUS, VOSviewer

Abstract

Pendekatan Flipped Classroom kini dipraktikkan dengan meluas dalam semua peringkat pendidikan selari dengan perkembangan teknologi terkini. Penyelidikan mengenainya juga semakin meningkat dan penerbitan dokumen agak ketara kenaikannya. Oleh itu, kajian analisis bibliometrik ini bertujuan untuk menganalisis secara saintifik dokumen yang diterbitkan dari pangkalan data SCOPUS berkaitan kajian pendekatan Flipped Classroom dalam bidang Pendidikan Sains dari tahun 2010 hingga 2021. Kata kunci “flipped classroom”, “inverted classroom” dan “science education” digunakan semasa pencarian dokumen berkaitan. Sebanyak 578 dokumen merupakan data akhir digunakan dalam kajian ini. Justeru, perisian VOSviewer digunakan bagi menganalisis data dan memvisualisasikan dapatan kajian. Dapatan kajian memperlihatkan trend penerbitan tahunan dan sitasi terkumpul dalam penerbitan dokumen menunjukkan peningkatan yang sangat positif dalam tempoh 11 tahun (2010-2021). Dapatan kajian juga menunjukkan United States mendominasi kajian dari segi penerbitan dokumen dan sitasi. The Universiti of Hong Kong pula merupakan organisasi yang paling banyak menerbitkan dokumen. Sementara itu, Jeons J.S. merupakan penyelidik yang paling produktif menerbitkan dokumen. Manakala Mclauhin J.E. merupakan penyelidik yang telah menerbitkan dokumen paling berpengaruh. Seterusnya, Education Sciences merupakan sumber yang paling banyak menerbitkan dokumen. Rangkaian kerjasama antarabangsa memperlihatkan United States dan China mempunyai hubungan yang sangat kuat. Manakala rangkaian kerjasama antara penyelidik serta antara organisasi mempunyai hubungan yang lemah. Selain itu, daripada analisis kata kunci mendapati fokus kajian kepada prasekolah, guru dan pemikiran komputasional masih kurang dan perlu diberikan perhatian. Kajian ini diharap dapat membantu penyelidik lain untuk lebih memahami aliran perkembangan dan jurang kajian serta dapat dijadikan sebagai sumber rujukan untuk kajian pada masa akan datang.

Downloads

Download data is not yet available.

References

Aidi, A., Saidin, S.Z., Mohd Nasir, M.H., & Ismail, Z. (2020). Applicability of Lotka’s law in eXtensible business reporting language (XBRL) studies. International Journal of Advanced Science and Technology, 29(6), 282-289.

Al-Shabibi, T.S., & Al-Ayasra, M.A.K. (2019). Effectiveness of the flipped classroom strategy in learning outcomes (bibliometric study). International Journal of Learning, Teaching and Educational Research, 18(3), 96-127.

Baker, J.W. (2000). The “Classroom Flip”: Using web course management tools to become the guide by the side. 11th international Conference on College Teaching and Learning 2000, 9-17.

Bergmann, J., & Sams, A. (2012). Flip your classroom: How to reach every student in every class every day. Washington, DC: International Society for Technology. in Education.

Bhagat, K.K., & Spector, J.M. (2018). A bibliometric analysis of six years of research on flipped classroom. The 18th IEEE International Conference on Advanced Learning Technologies (ICALT) 2018, 27-29.

Birgili, B., Nevra Seggie, F., & Oguz, E. (2021). The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis. Journal of Computers in Education, 8(3), 365-394.

Borner, K., Chen, C., & Boyack, K.W. (2003). Visualizing knowledge domains. Annual Review of Information Science and Technology, 37(1), 179-255.

Cagande, J., & Jugar, R. (2018). The flipped classroom and college physics students’ motivation and understanding of kinematics graphs. Issues in Educational Research, 28(2), 288-307.

Chen, F., Lui, A.M., & Martinelli, S.M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education, 51(6), 585-597.

Colomo-Magana, E., Soto-Varela, R., Ruiz-Palmero, J., & Gomez-Garcia, M. (2020). University Students’ Perception of the Usefulness of the Flipped Classroom Methodology. Education Sciences, 10(10), 275-295.

Ferreri, S.P., O'Connor, S.K. (2013). Redesign of a large lecture course into a small-group learning course. American Journal of Pharmaceutical Education, 77(1), 1-9.

Gao, X., & Hew K.F. (2021). Toward a 5E-Based Flipped Classroom Model for Teaching Computational Thinking in Elementary School: Effects on Student Computational Thinking and Problem-Solving Performance. Journal of Educational Computing Research, 60(2), 512-543.

Gloudeman, M.W., Shah-Manek, B., Wong, T.H., Vo, C., & Ip, E.J. (2018). Use of condensed videos in a flipped classroom for pharmaceutical calculations: Student perceptions and academic performance. Currents in Pharmacy Teaching and Learning, 10(2), 206-210.

Hew, K.F., & Lo, C.K. (2018). Flipped Classroom Improves Student Learning in Health Professions Education: A Meta-Analysis. BMC Medical Education, 18(1), 1-12.

Hwang, G.J., Chang, S.C., Song, Y., & Hsieh, M.C. (2021). Powering up flipped learning: An online learning environment with a concept map-guided problem-posing strategy. Journal of Computer Assisted Learning, 37(2), 429-445.

Ibanez, M.B., & Kloos, C.D. (2018). Augmented reality for STEM learning: A systematic review. Computers and Education, 123(1), 109-123.

Jensen, J.L., Kummer, T.A., d. M. Godoy, P.D. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE Life Sciences Education, 14(1), 1-12.

Jeong, J.S., Gonzalez-Gomez, D., & Canada-Canada, F. (2016). Students’ Perceptions and Emotions Toward Learning in a Flipped General Science Classroom. Journal of Science Education Technology, 25(5), 747-758.

Jeong, J.S., Gonzalez-Gomez, D., & Canada-Canada, F. (2021). How does a flipped classroom course affect the affective domain toward science course?. Interactive Learning Environments, 29(5), 707-719.

Khan, S. (2011, March 22). Salman Khan: Let’s use video to reinvent education. TED. https://www.ted.com/talks/sal_khan_let_s_use_video_to_reinvent_education?

Lage, M., Platt, G., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.

Latorre-Cosculluela, C., Suarez, C., Quiroga, S., Sobradiel-Sierra, N., Lozano-Blasco, R., & Rodriguez-Martinez, A. (2021). Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills. Interactive Technology and Smart Education, 18(2), 189-204.

Lawson, A., Davis, C., & Son, J. (2019). Not All Flipped Classes are the Same. Journal of the Scholarship of Teaching and Learning, 19(5), 77-104.

Lee, K.Y., & Lai, Y.C. (2017). Facilitating higher-order thinking with the flipped classroom model: a student teacher’s experience in a Hong Kong secondary school. Research and Practice in Technology Enhanced Learning, 12(1), 8-22.

Lo, C.K., & Hew, K.F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4), 1-22.

Loo, N.S., & Kamisah, O. (2018). Model Flipped Classroom: Pendedahan Pelajar-Pelajar Asasi Berkumpulan Besar Dalam Pembelajaran Kognitif Kursus Biologi. Proceeding International Conference On Global Education Vi (Icge Vi). The Fourth Industrial Revolution: Redesigning Education 2018, 866-878.

McLaughlin J.E., Roth, M.T., Glatt, D.M., Gharkholonarehe, N., Davidson, C.A., Griffin, L.M., Esserman, D.A., & Mumper, R.J. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Acadamic Medicine, 89(2), 236-243.

Mohd Fadzly, W., & Denis, L. (2019). 21st Century Learning in Primary Science Subject via Flipped Classroom Method- A Teacher’s Perspective. International Journal of Recent Technology and Engineering (IJRTE), 8(2), 952-959.

Mok, H.N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25 (1), 7-11.

Noraini, M.H., Norazilawati, A., Wong, K.T., & Mahizer, H. (2017). Keberkesanan pendekatan Flipped Classroom dalam pembelajaran Sains di Sekolah Rendah. Jurnal Pendidikan Sains Dan Matematik Malaysia, 7(2), 106-118.

Norliza, K., & Aidi, A. (2021). Flipped classroom in the second decade of the Millenia: a Bibliometrics analysis with Lotka’s law. Education and Information Technologies, 26(4), 4401-4431.

Ojennus, D.D. (2016). Assessment of learning gains in a flipped biochemistry classroom. Biochemistry and Molecular Biology Education, 44(1), 20-27.

Putri, M.D., Rusdiana, D., & Rochintaniawati, D. (2019). Students’ conceptual understanding in modified flipped classroom approach: An experimental study in junior high school science learning. Journal of Physics: Conference Series, 1157(2), 22-46.

Rodriguez, G., Díez, J., Perez, N., Banos, J.E., & Carrio, M. (2019). Flipped classroom: Fostering creative skills in undergraduate students of health sciences. Thinking Skills and Creativity, 33(10), 5-75.

Ryan, M.D., & Reid S.A. (2016). Impact of the Flipped Classroom on Student Performance and Retention: A Parallel Controlled Study in General Chemistry. Journal of Chemical Education, 93(1), 13-23.

Santos, A.I., & Serpa, S. (2020). Flipped classroom for an active learning. Journal of Education and e-Learning Research, 7(2), 167-179.

Say, F.S., & Yildirim, F.S. (2020). Flipped Classroom Implementation in Science Teaching. International Online Journal of Education and Teaching (IOJET), 7(2), 606-620.

Shana, Z., & Alwaely, S. (2021). Does the flipped classroom boost student science learning and satisfaction? a pilot study from the uae. International Journal of Instruction, 14(4), 607-626.

Smallhorn, M. (2017). The flipped classroom: A learning model to increase student engagement, not academic achievement. Student Success, 8(2), 43-53.

Tan, R.M., Yangco, R.T., & Que, E.N. (2020). Students’ conceptual understanding and science process skills in an inquiry-based flipped classroom environment. Malaysian Journal of Learning and Instruction, 17(1), 159-184.

Thai, N.T.T., Wever B.D., & Valcke M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers and Education, 107(1), 113-126.

Tsai, H.L., & Wu, J.F. (2020). Bibliometric analysis of flipped classroom publications from the Web of Science Core Collection published from 2000 to 2019. Science Editing, 7(2), 163-168.

Ugwuanyi, C.S. (2022). Developing Sound Knowledge of Basic Science Concepts in Children Using Flipped Classroom: A case of simple repeated measures. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10850-3.

Yang, L., Chen, Z., Liu, T., Gong, Z., Yu, Y., & Wang, J. (2013). Global trends of solid waste research from 1997 to 2011 by using bibliometric analysis. Scientometrics, 96(1), 133-146.

Yang, L., Sun, T., & Liu, Y. (2017). A bibliometric investigation of flipped classroom research during 2000-2015. International Journal of Emerging Technologies in Learning, 12(6), 178-186.

Zhang, Q., Cheung, E.S.T., & Cheung, C.S.T. (2021). The Impact of Flipped Classroom on College Students’ Academic Performance: A Meta-Analysis Based on 20 Experimental Studies. Science Insights Education Frontiers, 8(2), 1059-1080.

Zupic, I., & Cater, T. (2015). Bibliometric Methods in Management and Organization. Organizational Research Methods, 18(3), 429-472.

Published
2022-07-29
How to Cite
Wan Omar, W. H. and Halim, L. (2022) “Pendekatan Flipped Classroom dalam Bidang Pendidikan Sains: Analisis Bibliometrik Terhadap Dokumen Penerbitan dari Pangkalan Data SCOPUS (2010-2021)”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(7), p. e001634. doi: 10.47405/mjssh.v7i7.1634.
Section
Articles