Content uploaded by Mohd Fadzly Wasriep
Author content
All content in this area was uploaded by Mohd Fadzly Wasriep on Jul 07, 2023
Content may be subject to copyright.
11th International Conference on Indigenous and Cultural Psychology
10 – 11 January 2023
Faculty of Psychology and Education,
Universiti Malaysia Sabah, Malaysia.
Active Learning:
The Essence of Flipped Classroom Learning
Mohd Fadzly Wasriep
Institut Pendidikan Guru (IPG) Kampus Keningau, Sabah, Malaysia
Corresponding e-mail: mohdfadzlywasriep@gmail.com
Abstract
The flipped classroom is a teaching method focusing on student learning sessions outside the
class. This student-centered method helps students get an initial idea of the topic studied in
class. This writing will discuss the research findings related to aspects of active learning
through the Flipped classroom. A case study was conducted in four primary schools. Four
excellent teachers joined this study to see the implementation of the flipped classroom method
in teaching elementary school science subjects. Among the critical findings from this case
study is the emphasis on active learning aspects seen in the stages of flipped classroom
implementation. The stage includes the before, during, and after the flipped classroom. The
essence of active learning is the search for information in the phase before the flipped
classroom, the production of a science project during the flipped classroom, and the
presentation of the project after the flipped classroom. This study requires more extensive
qualitative and quantitative testing in other contexts at the primary school level. This concern
also increases the understanding of how the flipped classroom method is applied in primary
schools, especially in teaching and learning science subjects.
Keywords: flipped classroom, active learning
Introduction
Flipped classroom
Flipped classroom is the main focus of this study. Flipped classroom is a teaching and learning
approach, which focuses on learning relevant information at home and then doing learning
activities in class. It is also about increasing the use of time in the classroom so that students
can be more involved in problem-solving activities, active communication among the learning
community, and getting immediate feedback from the teacher (Rahman et al., 2020). A study
shows that the flipped classroom has a high correlation value with increased motivation,
student involvement, increased learning activities and effective learning (Naori, 2016). The
three benefits of the flipped classroom method are formative assessment, prevention of
misconceptions, and improving communication and relationships with parents (Webel et al.,
2018). In addition, teachers can spend more time on learning activities and correcting
misconceptions (Yıldrım & Kıray, 2016). Weak students have also been seen to show positive
changes and increased motivation in participating in learning activities (Naori, 2016). Flipped
classroom emphasizes active learning because it focuses on student-centered learning activities
(Jorge, 2015).
104
11th International Conference on Indigenous and Cultural Psychology
10 – 11 January 2023
Faculty of Psychology and Education,
Universiti Malaysia Sabah, Malaysia.
Sociocultural Theory
Sociocultural theory states that knowledge is formed and developed through the interaction of
individuals or between community members. In the teaching community, knowledge is
discussed, agreed upon and developed to develop richer learning activities (Wang et al., 2011).
The importance of the role played by teachers, parents, peers and the community is also
important, from a Vygotskian sociocultural perspective and Feuerstein's mediated learning
experience (MLE) theory. This approach emphasizes that children's interaction with the
learning environment can initiate learning activities (Kozulin, 2002).
Over the decades, there has been a growing interest in sociocultural theory and its
impact on classroom teaching and learning (John-Steiner & Mahn, 1996). Based on Vygotskian
sociocultural learning theory, students are given the responsibility to learn autonomously
(Panhwar et al., 2016). This autonomous learning occurs in two learning settings, namely inter-
psychological and intra-psychological. From these learning settings, students will initially
acquire knowledge from other individuals and communities and then reinforce their learning
by re-applying it to new contexts. Learning and development are embedded in social events
and result from students' interactions with other people, objects, and events in a collaborative
environment (Vygotsky, 1978).
Therefore, sociocultural theory is a fundamental aspect in cultivating student
knowledge. Students build their knowledge while doing learning activities as described in the
constructivist learning theory. The process of building knowledge through learning experiences
in the student environment is one of the important phases during learning activities
Method
Research Design
Data collection in this research is directed towards finding the who, what, and how of the
situation (Phillippi & Lauderdale, 2017). Case studies use a variety of data sources, such as
interviews, observations, documents, and artifacts (Creswell, 2018). Data sources can be from
a variety of data sources, including video tapes, newspapers, letters, books, and anything that
can reveal some answers to the research question (Corbin & Strauss, 1990). Each procedure
was planned for data triangulation to increase the credibility of the data (Merriam & Tisdell,
2016). Field notes were also used (Bluff, 2005) during non-participant classroom observations
(Chen Hsieh et al., 2017). Participant observation using an observation form (Zainol Abidin et
al., 2012), assessment tasks, and document review of teacher and student work samples.
Results
The findings of the study can be divided into the activities of students searching for
information, producing science projects and making presentations.
105
11th International Conference on Indigenous and Cultural Psychology
10 – 11 January 2023
Faculty of Psychology and Education,
Universiti Malaysia Sabah, Malaysia.
Information search activities
For the information seeking activity for the phase before classroom activities, teachers and
students were asked about what activities they had done before entering the class. Activities
that have been actively carried out are information seeking activities;
Case 1:
13:41 Teacher: "If it's group work, there is a group leader"
13:41 Teacher: “Kalau kerja berkumpulan pula, ada ketua kumpulan kan”
[Teacher Anna]
15:9 Fadil: "we search for information. Get ready for the materials to bring”
15:9 Fadil: “Kami cari maklumat. Sedia bahan mau dibawa”
[Case 1 – Learner]
13:42 Teacher: “This leader is actually an assistant as well. friends in the group
will ask the group leader...”
Teacher: "Students read at home, come to class and do group activities. The
way students learn is more to a discussion when in groups."
13:42 Teacher: “ketua ni pun sebenarnya jadi pembantu juga. kawan-kawan
dalam kumpulan nanti kan tanya pada ketua kumpulan…”
Teacher: “Ni murid baca di rumah, datang kelas terus buat aktiviti macam
berkumpulan, cara pembelajaran murid lebih kepada perbincangan bila
berkumpulan.”
[Teacher Anna]
Group discussion seems to be a critical part of group work activities. This section results from
the teacher because students should develop their understanding of the related conceptual. The
role of the group leader is important to guide the group members. The group leader helps the
group members understand the learning instructions and organize the group members' roles in
the activity.
[Field notes]
Case 2:
23:50 "the time they share the idea, they can do it."
23:50 “masa mereka sharing idea, mereka boleh buat”
23:44 "for the learners, I think its good because they search for information,
came into the classroom...."
23:44 “bahagian murid saya rasa memang baik la sebab mereka cari
maklumat itu kan, mereka datang ke kelas bermaklumat…”
[Teacher Bella]
Pupils share experiences asked by the teacher during group work presentations.
[Field notes]
106
11th International Conference on Indigenous and Cultural Psychology
10 – 11 January 2023
Faculty of Psychology and Education,
Universiti Malaysia Sabah, Malaysia.
21:52 Samantha: "after that, give an example," "and someone will ask a
question," "friend will ask."
21:52 Samantha : “Lepastu kasi example” Iona : “dan ada orang tanya
soalan” Veila : “Kawan-kawan tanya”
22:7 Veila: "before we start, we discuss first," "not directly start (the activity)."
22:7 Veila : “Sebelum kami mula kami bincang dulu” Iryana : “Bukan terus
mula”
22:9 Samantha: "listen to what our friends read one by one."
22:9 Samantha : “Dengar satu-satu yang dari apa kawan baca.”
[Case 1 – Learner]
They have received some questions from their friends and answered them accordingly. In
addition, questions and answers also occur in the initial phase of science lessons. The teacher
asks some questions that arouse interest to gather the students' focus on the scope of learning
that day. The students started the science activity after discussing about the activity and how
to achieve it.
[Field notes]
Case 3:
46:30 “what I mean by home FC, is looking for information, reading interesting
material, and preparing material”
46:30 “Aktivti fc (flipped classroom) dirumah maksud saya, mencari
maklumat, membaca bahan yang manarik dan menyediakan bahan”
[Teacher Conor]
5:37 Fideli: “Know how to find information.”
5:38 Eva: “Type(the keywords) and then it came out.”
5:39 Alisa: “Yes, I'm looking for a purpose.”
7:24 Eva: “Help us to understand better”
7:25 Aswaliza: “So that our activities are easy to do, because I already know
how to do it”
7:37 Aswaliza: “If for the material that is need to read, first we look for
information from home”
5:37 Fideli: “Tahu untuk mencari maklumat.”
5:38 Eva: “Taip lepas itu dia keluar.”
5:39 alisa: “Iya, Mencari maksud.”
7:24 Eva: “Bantu kami lebih faham”
7:25 Aswaliza: “Supaya aktiviti kami senang untuk buat, sebab suda tau
macamana caranya”
[Case 3 – Learner]
Case 4:
2: 114 “find information on how animals protect themselves”
2:12 Mc: “Then we did an exhibition ... in the classroom”
45:11 Wel: “We're looking for information”
45:12 Mcbrian: “Read the textbook”
107
11th International Conference on Indigenous and Cultural Psychology
10 – 11 January 2023
Faculty of Psychology and Education,
Universiti Malaysia Sabah, Malaysia.
45:13 Del: “search in the Internet, when asked by the teacher”
45:15 Sherry: “Ask your parents if they are free (to help)”
2:114 “cari maklumat tentang cara haiwan melindungi diri”
2:6 Del: “ya. Yang mau tulis di kertas”
2:12 Mc: “lepas tu kami buat pameran.. di kelas”
45:11 Wel: “Kami cari-cari maklumat”
45:12 Mcbrian: “Baca buku teks”
45:13 Del: “Tengo (look at) jugalah internet, bila kena suru cigu”
45:15 Sherry: “Menanya ibubapa kalau dorang free (untuk membantu)”
[Case 4 - Learner]
Science project production activities
For this activity, teachers and students were asked about what learning activities are done in
class. The feedback received is the activity of producing or completing a science project;
Case 1:
Hands-on activities encourage active learning activities through student
participation in group work. Here is an excerpt about the hands-on flipped
classroom activity:
13:2 "we can focus on the hands-on activities. For me, hands-on activities are
very important."
13:39 "I noticed the learners easily understand the concepts during the recent
lesson because they do the hands-on activities."
13:56 “from my observation, It is very positive because all learners participated
in the activities. Especially the hands-on activities...."
13:2 “Kita dapat fokus kepada hands-on aktiviti. Bagi kakak hands-on aktiviti
ni tersangat lah penting.”
13:39 “Dari pdp yang baru-baru ni kakak nampak murid lebih faham konsep
sebab dorang buat hands-on kan.”
13:56 “Dari pemerhatian, sangat positif sebab semua ambil bahagian dalam
aktiviti. Terutamanya aktiviti hands-on…”
[Teacher Anna]
Teachers emphasize hands-on activities to encourage the acquisition of conceptual knowledge.
The teacher observed that his students were able to better understand science concepts after
completing hands-on activities in the flipped classroom. For teachers, student participation in
flipped classroom activities is important to reduce.
[Field notes]
Case 2:
23:17 “Find information and other things. After that, conduct the learning
project at school."
23:33 "I always encourage the learners to search for information individually
at home."
108
11th International Conference on Indigenous and Cultural Psychology
10 – 11 January 2023
Faculty of Psychology and Education,
Universiti Malaysia Sabah, Malaysia.
23:26 "I ask them to find information at home they, after that complete the
project...".
23:17 “cari maklumat dan sebagainya. Lepastu baru jalankan projek di
sekolah.”
23:33 “saya selalunya akan galakkan murid cari maklumat sendiri di rumah”
23:26 “saya minta mereka cari maklumat dirumah lepas itu mereka akan buat,
selesaikan projek…”
[Cikgu Bella]
Case 3:
There are many activities that teachers can integrate with the flipped classroom approach. The
activity is not required to be based on the Internet as in the following excerpt;
5:1 Fadeli: “My favorite activity at the same time, Funfair activity”
5: 3 Aswaliza: “We make imaginary animals”
5:13 Eva: “Scrapbook”
5:67 Aswaliza: “When we are ready for PBL, we will do presentation like
that...”
5:1 Fadeli: “Aktiviti yang paling saya suka masa sama Sir, aktiviti Fun fair”
5:3 Aswaliza: “Kami membuat haiwan imaginasi”
5:13 Eva: “Buku scrap”
5:67 Aswaliza: “Bila kami siap PBL baru kami membentang macam tu..”
[Case 3 – Learners]
The students have experienced active learning activities through the flipped classroom
approach. These activities are not the usual teacher-centered activities, such as listening to
lectures and taking notes from the whiteboard.
[Field notes]
4:8 “activity or any skill that involves internal collaboration between peer”
46:22 “through discussion, they exchanged ideas”
46:23 “From group discussions, through comparisons of opinions from other
friends.”
4:8 “aktiviti atau apa-apa skill kemahiran yang melibatkan kolaborasi dalam
antara rakan”
46:22 “melalui perbincangan, dorang bertukar idea”
46:23 “Dari perbincangan berkumpulan, melalui perbandingan pendapat dari
rakan yang lain.”
[Teacher Conor]
Case 4:
1: 110 “For example, today is project-based learning next week for another
project, activity right".
109
11th International Conference on Indigenous and Cultural Psychology
10 – 11 January 2023
Faculty of Psychology and Education,
Universiti Malaysia Sabah, Malaysia.
1:44 “of the outside classroom (pre-classroom) information, they will use it to
complete the project".
1:110 “Contoh, hari ini project based learning minggu depan buat lagi projek,
aktiviti kan.”
1:44 “maklumat masa luar itu, diaorang akan guna itu untuk menyelesaikan
projek”
[Teacher David]
Project presentation activities
Teachers and students were asked about activities after the flipped classroom session. The
teachers and students involved have given their opinions about the presentation activities they
have carried out.
Case 1:
14: 15 Adib: “5 learners”
15:7 Anis: "we help them teach them frequently."
Puteri: “we write on a paper.. then present it”
15:1 Putri: "we do presentation activities."
15:15 Putri: "we also answer questions after we present."
15:16 Anis: "questions from friends."
15:17 Putri: "we explained the things they could not understand."
14:15 Adib: “5 orang..”
15:7 Anis: “selalu kami bantu la juga.. ajar dorang”
Puteri: “kami tulis di satu kertas.. lepas tu bentang”
15:1 Putri: “Kami buat aktiviti pembentangan”
15:15 Putri: “Lepas bentang kami jawab juga soalan”
15:16 Anis: “Soalan dari kawan”
15:17 Putri: “Kami terangkanlah apa yang dorang enda faham”
[Case 1 - Learners]
Case 2:
21:1 Samantha: "we do a presentation."
21:22 Iona: "it's not a contest. We tell about how it lives in the desert. Some
can fly."
21:51 Iona: "after that present at the front," "yes, in front of the classroom."
23:3 Samantha: "this is the picture of my friends' presentation."
21:1 Samantha : “Kami buat pembentangan”
21:22 Iona : “Bukan pemenang Kami bagi tau macamana dia hidup dalam
desert begitu.. ada yang boleh terbang.…”
21:51 Iona : “Lepas tu present depan,” Iryana : “Ya depan kelas”
22:3 Samantha : “Yang ini gambar kumpulan kawan saya bentang hari tu”
[Case 2 - Learners]
110
11th International Conference on Indigenous and Cultural Psychology
10 – 11 January 2023
Faculty of Psychology and Education,
Universiti Malaysia Sabah, Malaysia.
Case 3:
46:19 "Usually you can know when we go in, we scan (assess) them with
questions."
46:33 "I went in, asked the students, and the group members do presentation,
asking again what are pupils from other group thought."
46:33 “saya selit, tanya murid, dan ahli kumpulan bentang, tanya lagi apa
pendapat murid dari kumpulan lain…”
4:16 “ataupun saya suka pakai perkataan “authentic audience” di mana
murid perlu membentangkan…”
[Teacher Conor]
5:67 Aswaliza: “When we are ready for PBL, we will do presentation like
that...”
7: 3 Aswaliza: “We draw the animals we are talking about,”
7:30 Aswaliza: “What we discuss and after that we present it one by one”
5:67 Aswaliza: “Bila kami siap PBL baru kami membentang macam tu..”
7:3 Aswaliza: “Kami lukis haiwan yang kami bincang,”
7:30 Aswaliza: “Yang kami bincang lepas tu bentang satu-satu”
[Case 3 - Learners]
Case 4:
47:22 “graphic management, the information from here is actually for the
benefit (which) pupils use while doing the group presentation.”
47:27 “Presentations are usually laid out either in front of, or at
the table of the respective groups,”
47:22 “pengurusan grafik, maklumat dari sini la sebenarnya bagi kelebihan
pada diaorang masa pembentangan…”
47:27 “Pembentangan selalunya membentang sama ada di depan, atau di meja
kumpulan masing-masing,”
[Teacher David]
The research findings that have been recorded in this article have shown about active learning
activities through the flipped classroom method. Students have been actively involved in their
learning activities. While teachers have played their role in guiding student-centered learning
activities.
Discussion
The discussion part is about active learning through flipped classroom, the importance of active
learning and the implementation of flipped classroom in primary schools.
Active learning through flipped classroom
Teacher Bella encourages active learning activities among students. Teacher David mentioned
that he was satisfied with the student-centered learning activities. The students are responsible
111
11th International Conference on Indigenous and Cultural Psychology
10 – 11 January 2023
Faculty of Psychology and Education,
Universiti Malaysia Sabah, Malaysia.
for learning based on what they decide to do in the science project, as Ms. Conor mentioned.
Puan Anna also mentioned the students' choices in their learning activities:
23:33 "I will always encourage students to find their own information at home."
23:26 "I ask them to find information at home they, after that complete the
project...".
23:33 “saya selalunya akan galakkan murid cari maklumat sendiri di rumah”
23:26 “saya minta mereka cari maklumat dirumah lepas itu mereka akan buat,
selesaikan projek…”.
[Teacher Bella]
13:31 "Although we gave the learners the freedom to discover themselves, the
learners need guidance."
13:31 “Walaupun kita bagi kebebasan murid untuk discover sendiri,
hakikatnya murid sangat perlu dibimbing”.
[Teacher Anna]
4:2 "this project-based learning I think we will give them more choices in the
classroom"
46:21 "I find that every student takes a role in completing their work."
4:43 " more trust to pupils on taking the responsibility for their own learning."
4:2 “pembelajaran berasaskan projek ni saya rasa kita akan memberi mereka
lebih pilihan dalam kelas”
46:21 “Saya dapati setiap murid mengambil peranan dalam menyiapkan kerja
mereka.”
4:43 “lebih kepercayaanlah kepada murid untuk mengambil tanggungjawab
terhadap pembelajaran sendirilah”.
[Teacher Conor]
47:60 “To expose people to the way of learning to be independent like this is
also one that is supposed to be satisfied for the teacher...”
47:60 “Untuk kasi dedah diaorang dengan cara belajar berdikari macam ni
pun satu yang kira puas suda bagi guru…”
[Teacher David]
Teacher Bella emphasizes facilitating group activities and projects. All teachers focus
on encouraging student-centered learning activities throughout the flipped classroom learning
sessions. Ms. Anna added, although students decide where and how to find information, the
teacher's guidance is important. According to Ms. Conor, she trusts students to take
responsibility for learning science through learning sessions in class.
The importance of active learning
Examples of active learning activities are project-based learning, learning models, experiments,
and group work presentations. Project-based learning is one of the classroom activities used by
teacher David, teacher Bella, and teacher Conor:
112
11th International Conference on Indigenous and Cultural Psychology
10 – 11 January 2023
Faculty of Psychology and Education,
Universiti Malaysia Sabah, Malaysia.
1:110 “For example, today is project-based learning next week for another
project, activity right".
1:44 “of the outside classroom (pre-classroom) information, they will use it to
complete the project".
1:110 “Contoh, hari ini project-based learning minggu depan buat lagi projek,
aktiviti kan”.
1:44 “maklumat masa luar itu, diaorang akan guna itu untuk menyelesaikan
projek”.
[Teacher David]
23:17 “Find information and other things. After that, conduct the learning
project at school."
23:17 “cari maklumat dan sebagainya. Lepastu baru jalankan projek di
sekolah.”
[Teacher Bella]
4:45 “he can give an assignment or give a project where the student will run it
himself”
4:45 “dia (flipped learning) boleh memberikan tugasan atau memberi projek
di mana murid itu akan menjalankannya sendirilah”
[Teacher Conor]
Teacher David mentioned the flipped classroom learning activity that he always
conducts. Teacher Bella and teacher David founded the learning project based on the students'
previous information, as stated. Indeed, flipped classroom learning sessions help students to do
learning project activities autonomously.
Teacher Conor refers to the annual lesson plan (RPT) and sets a completion period
before handing the project to the students. Teacher Conor and Teacher David added that
project-based learning tasks were combined from several appropriate topics:
4:14 "projects that..planned and also the time period... specified in the RPT as
well...."
4:5 “Time frame. The time frame that is needed for them to complete their
project. Yes”.
4:11 "for example, in four weeks they will prepare the model and also design."
4:42 "use content or other topics in the same project."
4:14 “projek yang..yang dirancang dan juga tempoh masa yang … ditentukan
dalam RPT juga…”
4:5 “Time framelah. Time frame yang di..di..di perlukan untuk mereka siapkan
projek mereka. Ya”.
4:11 “contohnya dalam empat minggu mereka akan siapkan model itu dan
juga merancang”
4:42 “gunakan contain or topik-topik yang lain dalam satu projek yang sama”.
[Teacher Conor]
113
11th International Conference on Indigenous and Cultural Psychology
10 – 11 January 2023
Faculty of Psychology and Education,
Universiti Malaysia Sabah, Malaysia.
1:93 "We have to adjust, one. Usually, in these topics, these Science topics
have a section..."
1:96 "From that activity, we combine in one title what skills can be
combined..."
1:43 "later when in class there is a task that we combine with ehm .. project-
based learning."
1:93 “Kita kena adjust, satu. Biasanya dalam topik-topik ini kan, topik-topik
Sains ini ada bahagian…”
1:96 “Dari aktiviti itu kita gabungkan dalam satu tajuk itu apa kemahiran yang
boleh gabung…”
1:43 “nanti bila dalam kelas kan ada tugasan yang kami combine dengan ehm..
project based learning bah itu”
[Teacher David]
Teacher Conor and Teacher David combine appropriate topics and skills for several
learning projects. The model making activity that Ms. Conor mentioned is making imaginary
animal models. Pupils complete the project in more than one week, depending on the
assignment.
Teachers also conduct other active learning activities such as making science models,
learning games, experiments, and group work presentations. Flipped classroom learning helps
teachers plan and carry out science activities in the classroom as mentioned by teacher Conor:
46:1 “I use this flipped classroom to run .. help me do science activities”,
46:3 “Come to science class and proceed with the activity”
46:40 "but all activities must be there for the student to do something out of the
ordinary and give pleasure."
46:1 “saya menggunakan flipped classroom ini untuk menjalankan..
membantu saya buat aktiviti-aktiviti sains”,
46:3 “Datang kelas sains terus bole proceed buat aktiviti”
46:40 “tapi semua aktiviti mesti murid itu ada buat sesuatu yang luar dari
kebiasaan dan memberikan keseronokan”
[Teacher Conor]
13:8 "You study at home yet no need to learn (listen to lectures) at school, we
do activities and games"
13:56 "From (my) observation, it is very positive because everyone participates
in the activity. Especially hands-on activities...."
13:39 "From the recent PDP (lesson), I sees that pupils understand the concept
better because it's hands-on (activities)?"
13:8 “kamu belajar dirumah, sampai sekolah tak paya belajar, kita buat
aktiviti dan permainan ja”
114
11th International Conference on Indigenous and Cultural Psychology
10 – 11 January 2023
Faculty of Psychology and Education,
Universiti Malaysia Sabah, Malaysia.
13:56 “Dari pemerhatian, sangat positif sebab semua ambil bahagian dalam
aktiviti. Terutamanya aktiviti hands-on…”
13:39 “Dari pdp yang baru-baru ni kakak nampak murid lebih faham konsep
sebab dorang buat hands-on”
[Teacher Anna]
24:12 " (such as) what I want is they came back to school with the knowledge
and its easier for us to set up the activity."
24:12 “Yaang (memberi contoh) saya mau dorang datang ke kelas dengan
berpengetahuan dan kita pun senang mau set up aktiviti.”
[Teacher Bella]
1:94 "So when we go to class, we do more activities."
1:95 "We don't bother to take notes, to write in front, it makes learning slow"
1:94 "So when we go to class, we do more activities."
1:94 “Jadi bila kita masuk dalam kelas lebihkan banyak buat aktiviti”
1:95 “Kita tidak payah macam bagi nota, bagi tulis di depan, itu bikin lambat
lagilah.”
1:94 “Jadi bila kita masuk dalam kelas lebihkan banyak buat aktiviti”
[Teacher David]
Teacher David agrees that doing hands-on activities in the classroom is a priority.
Teacher Anna continues to do hands-on activities due to the positive involvement of students.
He added that hands-on activities help students understand the topic more easily. He also
reminded students to prepare before doing science activities in the next lesson. Cikgu Bella
conducts hands-on activities after students get preliminary information. Teacher Conor
emphasizes new activities for students to experience learning in a fun way.
The active learning approach encourages student involvement through active learning
activities such as discussion and group work. Through this activity, the teacher facilitates the
cognitive potential of the students. Cognitive activation refers to stimulating students' higher-
level critical thinking, problem-solving, and decision-making skills while interacting with
peers and teachers. The use of peer instruction in a flipped classroom learning environment can
improve students' critical thinking in learning activities (Jageer Singh & Raja Harun, 2021).
Although ICT is widely used in flipped classroom learning activities based on the
literature, ICT and the Internet are not mandatory in this research. From this study, the most
important aspect is encouraging students to have prior content knowledge based on the
information they are looking for and active learning activities during class sessions. The
teachers from the four cases carried out more active learning activities in the classroom to
facilitate the development of students' knowledge through meaningful learning experiences.
Although most rural school teachers and students are often left out due to lack of
technology and facilities (Kiang & Yunus, 2021), the findings of this study reveal that rural
schools have some similarities. The most notable similarity is the implementation of active
learning sessions between urban and suburban school areas. Students carry out this active
115
11th International Conference on Indigenous and Cultural Psychology
10 – 11 January 2023
Faculty of Psychology and Education,
Universiti Malaysia Sabah, Malaysia.
learning session during the learning session in the classroom. Students show a high
commitment to complete learning activities. They make good preparations before doing
learning activities in class. These schools have implemented several active learning activities,
such as project-based learning and group project presentations.
Implementation of flipped classroom in primary school
The flipped classroom learning session consists of three sessions: pre-class, in-class and post-
class sessions. The pre-class session focused on preparing teaching and learning at home, the
in-class session focused on facilitating active learning activities in the classroom, and the post-
class session focused on evaluating the learning activities after the flipped classroom learning
activities. Before the next in-class face-to-face learning interaction, a pre-class session will take
place, while in-class and post-class sessions will take place during the lesson.
ICT only acts as a knowledge medium because information can also come from other
forms of print, such as books. From all cases, the flipped classroom implementation was carried
out regardless of the use of ICT. For example, the use of ICT is not the main focus in rural
school areas because the main focus is to find information from any information source outside
the school. An important aspect in the flipped primary school classroom is to find and provide
some preliminary information, and the teacher should carry out active learning activities in the
classroom.
Flipped classroom learning activities are more important than home learning activities.
Pupils can make connections with the information they get from outside the school and apply
it in learning activities. They can use information and materials during in-class activities, most
importantly regardless of the materials or information they get from outside the classroom. The
teacher becomes a facilitator during activities in the class. Here, the teacher's role is very
important to help and guide learning activities.
The teacher is the main driver of any successful lesson because the teacher should plan
the lesson. Failing to plan means planning to fail. The effectiveness of a lesson depends on the
teacher's planning and the way the teacher carries out the planning. Flipped classroom learning
can still be done regardless of the location of the school, such as rural or urban school areas.
Teachers need to be skilled in their teaching area to get the right information and guidance. A
teacher also needs to encourage completing learning tasks outside the classroom. In addition,
a teacher should be creative in overcoming any teaching obstacle with some creative solutions.
Conclusion
Active learning activities are the key to building knowledge. Activities carried out by teachers
in the classroom should encourage learning to actively participate in lessons because they have
a more positive desire for learning, can communicate with their peers, and think critically and
creatively. Through active learning activities, flipped classroom learning sessions become
more effective.
Teachers agree that active learning is an important element in the implementation of
this flipped classroom method. All teachers know that learning time in the classroom should
116
11th International Conference on Indigenous and Cultural Psychology
10 – 11 January 2023
Faculty of Psychology and Education,
Universiti Malaysia Sabah, Malaysia.
be used for quality teaching and learning activities. Teachers have focused more on guiding
students to master learning in the classroom. Teachers no longer need to spend too much time
explaining the basic concepts that students need to learn in class. They are aware that the
learning time for subjects and science is limited, therefore this flipped classroom method needs
to be implemented.
References
Bluff, R. (2005). Grounded theory: the methodology. Grounded Theory: The Methodology,
2003, 147–167. http://www.sxf.uevora.pt/wp-content/uploads/2013/03/Bluff_2005.pdf
Creswell, J. W. (2018). Qualitative Inquiry and Research Design: Choosing
Among Five Approaches (4th ed.). Thousand Oaks, CA: Sage.
Corbin, J., & Strauss, A. (1990). Grounded Theory Research: Procedures, Canona and
Evaluative Criteria. Zeitschrift Fur Sociologie, 19(6), 418-427.
http://doi.org/10.1007/BF00988593
Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to
enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1-21.
http://doi.org/10.1080/09588221.2015.1111910
Jageer Singh, A. K., & Raja Harun, R. N. S. (2021). Peer Instruction in a Flipped Learning
Environment: Investigating ESL Students’ Critical Thinking Performance in
Argumentative Essay Writing. EDUVELOP, 4(2), 51-70.
https://doi.org/10.31605/eduvelop.v4i2.986
John-Steiner, V., & Mahn, H. (1996). Sociocultural Approaches to Learning and Development:
A Vygotskyian Framework. Educational Psychologist, 31(3), 191–206.
http://doi.org/10.1207/s15326985ep3103&4_4
Jorge Reyna. (2015). Active Learning and the Flipped Classroom (FC). In Training and
Development. https://www.researchgate.net/publication/311681438
Kiang, N. H., & Yunus, M. M. (2021). What do Malaysian ESL teachers think about flipped
classroom? International Journal of Learning, Teaching and Educational Research,
20(3), 117–131. https://doi.org/10.26803/ijlter.20.3.8
Kozulin, A. (2002). Sociocultural Theory and Mediated Learning Experience.pdf. School
Psychology International, 23(1), 7–35. Retrieved from
http://journals.sagepub.com/doi/abs/10.1177/0143034302023001729
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: a guide to design and
implementation. Fourth edition. San Francisco, CA: Jossey-Bass, a Wiley brand.
Nouri, J. (2016). The flipped classroom: for active, effective and increased learning –
especially for low achievers. International Journal of Educational Technology in
Higher Education, 13(1). https://doi.org/10.1186/s41239-016-0032-z
Panhwar, A. H., Ansari, S., & Ansari, K. (2016). Sociocultural Theory and its Role in the
Development of Language Pedagogy. Advances in Language and Literary Studies,
7(6). https://doi.org/10.7575/aiac.alls.v.7n.6p.183
Phillippi, Julia & Lauderdale, Jana. (2017). A Guide to Field Notes for Qualitative Research:
Context and Conversation. Qualitative Health Research. 28. 104973231769710.
10.1177/1049732317697102.
117
11th International Conference on Indigenous and Cultural Psychology
10 – 11 January 2023
Faculty of Psychology and Education,
Universiti Malaysia Sabah, Malaysia.
Rahman, S. F. A., Yunus, M. M., & Hashim, H. (2020). The uniqueness of flipped learning
approach. International Journal of Education and Practice, 8(3), 394–404.
https://doi.org/10.18488/journal.61.2020.83.394.404
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological
processes. Harvard university press. Retrieved from
http://www.luzimarteixeira.com.br/wp- content/uploads/2011/03/vygotsky-1978-
mind-and-society.pdf
Wang, L., Bruce, C., & Hunges, H. (2011). Sociocultural theories and their application in
information literacy research and education. Australian Academic & Research
Libraries, 42, 296–308. Retrieved from http://eprints.qut.edu.au/48976/
Webel, C., Sheffel, C., & Conner, K. A. (2018). Flipping instruction in a fifth grade class: A
case of an elementary mathematics specialist. Teaching and Teacher Education, 71,
271–282. https://doi.org/10.1016/j.tate.2018.01.007
Yıldrım, F. S., & Kıray, S. A. (2016). Flipped Classroom Model in Education.pdf. In
Research Highlights in Education and Science. ISRES Publishing. Retrieved from
https://www.researchgate.net/publication/335756684_FLIPPED_CLASSROOM_MO
DEL_IN_EDUCATION
Zainol Abidin, M. J., Joyce Low, S. P., & Raman, P. (2012). Using Web-Based Resources in
Reading Comprehension in a Rural Primary School. Malaysian Journal of ELT
Research, 8(1), 121–152.
118
