Integrating the Tudang Sipulung Culture into the Flipped Classroom Strategy for Conceptual Understanding and Problem Solving in Science Subjects
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| Title: | Integrating the Tudang Sipulung Culture into the Flipped Classroom Strategy for Conceptual Understanding and Problem Solving in Science Subjects |
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| Language: | English |
| Authors: | Handy Ferdiansyah (ORCID |
| Source: | Educational Process: International Journal. Article e2025438 2025 18. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Flipped Classroom, Foreign Countries, Values, Culture, Science Instruction, Secondary School Science, Secondary School Students, Integrated Activities |
| Geographic Terms: | Indonesia |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: Education in the 21st century requires the cultivation of students' competencies in critical thinking, creativity, communication, and collaboration. Despite Indonesia's rich cultural heritage, the country faces challenges in adapting to modern changes, with ancestral traditions still significantly influencing daily life, even in the midst of technological advancements. This study aims to integrate the cultural values of Tudang Sipulung into the Flipped Classroom approach to improve conceptual understanding and problem-solving skills in science subjects at the Madrasah Aliyah level. Materials/methods: This study falls under the category of research and development, which aims to design and develop a valid, practical, and effective Tudang Sipulung-based Flipped Classroom learning model for science lessons at Madrasah Aliyah Negeri. To ensure a systematic and structured development process, this study uses the ADDIE development model. Results: The validation results show the model's high validity, practicality, and effectiveness. Testing with the experimental group revealed significant improvements in conceptual understanding and problem-solving skills compared to the conventional Flipped Classroom. Additionally, integrating local culture enhanced social interaction and motivation. Challenges, such as limited time for deliberation and adapting to new methods, were resolved through teacher training and curriculum adjustments. Conclusion: This study concludes that the integration of Tudang Sipulung cultural values into the Flipped Classroom strategy is valid, practical, and effectively improves students' understanding and problem-solving skills in science. Structured stages rooted in local values facilitate contextual, collaborative, and meaningful learning. Students demonstrated improved post-test scores and moderate Ngain (0.6), indicating strong pedagogical value. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485331 |
| Database: | ERIC |
| Abstract: | Background/purpose: Education in the 21st century requires the cultivation of students' competencies in critical thinking, creativity, communication, and collaboration. Despite Indonesia's rich cultural heritage, the country faces challenges in adapting to modern changes, with ancestral traditions still significantly influencing daily life, even in the midst of technological advancements. This study aims to integrate the cultural values of Tudang Sipulung into the Flipped Classroom approach to improve conceptual understanding and problem-solving skills in science subjects at the Madrasah Aliyah level. Materials/methods: This study falls under the category of research and development, which aims to design and develop a valid, practical, and effective Tudang Sipulung-based Flipped Classroom learning model for science lessons at Madrasah Aliyah Negeri. To ensure a systematic and structured development process, this study uses the ADDIE development model. Results: The validation results show the model's high validity, practicality, and effectiveness. Testing with the experimental group revealed significant improvements in conceptual understanding and problem-solving skills compared to the conventional Flipped Classroom. Additionally, integrating local culture enhanced social interaction and motivation. Challenges, such as limited time for deliberation and adapting to new methods, were resolved through teacher training and curriculum adjustments. Conclusion: This study concludes that the integration of Tudang Sipulung cultural values into the Flipped Classroom strategy is valid, practical, and effectively improves students' understanding and problem-solving skills in science. Structured stages rooted in local values facilitate contextual, collaborative, and meaningful learning. Students demonstrated improved post-test scores and moderate Ngain (0.6), indicating strong pedagogical value. |
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| ISSN: | 2147-0901 2564-8020 |
