The Flipped Classroom Combined with Peer Tutoring on Chemistry Learning during the Covid-19 Outbreak in Indonesia: Analysis an Effectiveness Mohammad Asrul Ashmi Karepesina (a*), Nurul Chandra Waskitaningtyas (a), Maria Paristiowati (a), Setia Budi (a), Elsa Vera Nanda (a)
a) Chemistry Education Study Program, Universitas Negeri Jakarta, Jakarta, Indonesia
*asrulkarepesina10[at]gmail.com
Abstract
Online learning is one of the solutions to overcome the impact of the COVID-19 pandemic on the education sector with all the limitations faced by teachers and students. In its implementation, students feel less motivated in learning during the pandemic, because the learning activities carried out are not cooperative and the lack of interaction between students. This study aims to determine the effectiveness of the combined flipped classroom-peer tutor learning model during the pandemic. Implementation is carried out on acid base and buffer solution material, in the 2020-2021 school year. This research uses descriptive quantitative research with survey method. The subjects in this study were 71 students of XI grade in two senior high schools in Jakarta. The instruments used in the study were effectiveness and motivation questionnaires. The results showed that 8.57% of students thought that the effectiveness of the combined flipped classroom-peer tutor learning model during the pandemic was in the very good category- 80% of students^ opinions are in good category, and 11.42% of students^ opinions are in the medium category. Meanwhile, the students^ motivation showed that most of the students (55,55%) had high motivation towards the acid base and buffer solution material in the combination flipped classroom-peer tutor learning model. It can be concluded that the flipped classroom-peer tutor learning model is effectively applied during the pandemic as an alternative to online learning.
