MODEL USAGE CONTEXTUAL FLIPPED GROUP CLASSROOM IMPROVES UNDERSTANDING OF CONCEPTS

Abstract

Science education at the junior high school level still faces challenges in improving students' conceptual understanding, particularly regarding the classification of living organisms, which is still taught through rote memorization. Therefore, a learning model is needed that can encourage active student engagement and connect the material to real-life contexts. This study aims to determine the difference in students' conceptual understanding before and after the implementation of the Contextual Flipped Group Classroom model on the topic of the classification of living organisms. The scope of the study is focused on science learning at the junior high school level, specifically on improving students' conceptual understanding at the C2 cognitive domain level in Class VII-E at SMP Negeri 5 Tuban. The study employed a quantitative approach with a pre-experimental One-Group Pretest-Posttest design. The research subjects consisted of 32 students selected through purposive sampling. The research instrument was a multiple-choice test that had been validated and had its reliability tested. Data analysis was conducted using descriptive statistics, a normality test, a Paired Sample T-Test, and an N-Gain test. The results of the study indicate a difference in students' conceptual understanding before and after the implementation of the learning model, as evidenced by differences in pretest and posttest scores. Additionally, the N-Gain test results fell into the moderate category. These findings suggest that the implementation of the Contextual Flipped Group Classroom model is capable of supporting more meaningful, contextual, and adaptive learning.