The Effect of Project-Based Flipped Learning Model on Early Childhood Learning Motivation

Abstract

Aims: This study aims to analyze the effect of project-based flipped learning model on early childhood learning motivation. Study Design: This study uses quantitative research methods with quasi-experimental research types. Place and Duration of Study: The research subjects were 40 children in the experimental class and 40 children in the control class. The experimental class carried out learning activities using a project-based flipped learning model and the control class carried out learning as usual. Questionnaire data analysis technique to measure children's learning motivation. Methodology: Data analysis used homogeneity test with Levene Statistic test, normality test with Kolmogorov-Smirnov test and hypothesis testing using Independent Sample T Test. Results: Based on the results of data analysis found that the mean of the posttest results explain the difference in the results of the 83.50 experimental group higher than the 79.00 control group. The significance value of the posttest is 0.003 < 0.050, thus there is an effect of project-based flipped learning in increasing early childhood learning motivation. Conclusion: the application of project-based flipped learning model affects the motivation of early childhood learning. It is also expected that further research can examine more deeply the application of project-based flipped learning models in various subjects as well as in analyzing or improving the abilities or skills of students at other levels of education, the main thing is to improve the quality of education.