THE EFFECT FLIPPED CLASSROOM LEARNING MODEL AND STATION ROTATION LEARNING MODEL APPROACH ON THE RESULT OF SOSIAL STUDIES IN ELEMEMTARY SCHOOL ASSESSED FROM LEARNING INTEREST

Abstract

The purpose of this study was to determine the effect of Flipped classroom learning model and station rotation learning model on social studies learning outcomes in terms of elementary students learning interest. This research uses experimental method with treatment by level design. This research was conducted in the setting of two elementary schools and was divided into two classes. The design of the learning model minimizes direct teaching from teacher (offline) and maximizes indirect teaching with the support of materials that can be accesed online by students. Learning activities condition teachers to act as facilitators in designing online teaching materials in the form of learning videos from everydays themes and can be studied by students at home. The result of this study indicated that 1) There is a difference in the social studies learning outcomes of students who use the flipped classroom learning model which is higher than those who study using the station rotation model (F = 5.14 > 3.11). 2) There is a difference between the learning outcomes of the high learning interest category and the the low learning interest category (F = 3.81 > 3.11). 3) There is an interaction between the learning model and interest in learning on social studies learning outcomes (F=40.62>3.11). 4) Students who have a high interest in learning have higher learning outcomes with the Flipped Classroom model compared to the Station Rotation model (F=80.37 > 3.11) 5) Students who have low interest in learning have higher learning outcomes with the Station Rotation model compared to the Flipped Classroom model (F=71.82>3.11). Flipped Classroom and Station Rotation learning models can be used as learning alternatives during a pandemic with diverse student characteristics in order to create a fun learning atmosphere and avoid learning loss.