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The Effect of Flipped Classroom Cooperative Learning on Learning Outcomes in the Analytical Chemistry Course

机译：翻转课堂合作学习对分析化学课程学习成果的影响

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The study on implementation of flipped classroom cooperative learning in Analytical Chemistry Course at Diploma Program of Analytical Chemistry Islamic University of Indonesia was done. The study aims to explore the effect of the application of flipped classroom cooperative learning to the learning outcomes course in volumetric testing. Lecturers deliver video and learning material before face-to-face activities in class using the learning management system in Google classroom which is integrated with academic information systems. Students study learning material using smartphones, tablets, computers, or laptops. During face-to-face activities in class, students conduct cooperative learning discussion activities using the methods of student team achievement division (STAD) and team games tournament (TGT). Face-to-face activities in class are used for cooperative learning with the methods of student team achievement division (STAD) and team games tournament (TGT). Lecturers confirm student learning outcomes with interactive quiz and team games tournament followed by reflection on learning to get feedback on the process and results of learning outcomes. Data collection on measurement results of learning outcomes is done through assignment activities, quizzes, team games tournament, midterm, and final semester exams. Based on the results of the study showed that the application of inverted cooperative learning classes increased learning outcomes for volumetric topics in the analytical chemistry course. The t-test for two-sample assuming unequal variances results, obtained t_(test) (3.9653) > t_(table) (1.9845) which shows that the flipped classroom cooperative method can increase the average student learning outcomes compared to the cooperative learning method. The flipped classroom cooperative learning class method provides a significant increase in learning outcomes course of volumetric principles and the stoichiometric aspects of volumetric analysis. The flipped cla
机译：完成了分析化学伊斯兰教学院分析化学课程中翻转课堂合作学习的研究。该研究旨在探讨翻转课堂合作学习在体积测试中的学习结果过程中的应用。讲师在课堂上的面对面活动中使用Google Carractroom中的学习管理系统在课堂上的面对面活动中提供视频和学习材料，该系统与学术信息系统一体化。学生使用智能手机，平板电脑，计算机或笔记本电脑学习材料。在课堂面对面的活动中，学生使用学生团队成就司（Stad）和团队比赛锦标赛（TGT）的方法进行合作学习讨论活动。课堂面对面的活动用于与学生团队成就司（Stad）和团队比赛锦标赛（TGT）的方法进行合作学习。讲师确认了与互动测验和团队游戏锦标赛的学生学习结果，然后进行了学习的思考，以获得关于学习成果的过程和结果的反馈。学习结果的测量结果的数据收集是通过分配活动，测验，团队游戏锦标赛，中期和最后学期考试完成的。基于该研究的结果表明，在分析化学课程中，倒立协同学习课程的应用增加了体积主题的学习结果。两个样品的T检验假设具有不相等的变化结果，获得T_（测试）（3.9653）> T_（表）（1.9845），表明翻转的课堂合作方法可以增加与合作学习方法相比的平均学生学习结果。翻转的课堂合作学习类方法提供了体积原理的学习结果和体积分析化学计量方面的显着增加。翻转的克拉

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