Haris, Basuki Wibawa, Mahdiyah
The goal of studying physics is to produce individuals who can use their knowledge and comprehension to tackle complicated challenges in daily life. This is partly influenced by the absence of practical work in the laboratory. Therefore, a learning model is needed that can overcome this problem. This journal presents a model for implementing a Knowledge-Based Flipped Classroom approach in the context of physics education. Traditional classroom settings often rely on passive consumption of information, limiting student engagement and depth of understanding. In contrast, the flipped classroom model emphasizes active learning, where students engage with the course material before class begins, allowing in-class time for deeper exploration, discussion, and application of concepts. This research uses a mixed-methods research methodology, to evaluate the effectiveness of the Knowledge-Based Flipped Classroom model in physics teaching. This paper proposes a structured framework for designing flipped physics classrooms, integrating multimedia resources, interactive activities, and collaborative learning experiences. Using this strategy, instructors can improve student learning outcomes by developing critical thinking, problem-solving abilities, and conceptual knowledge. The adoption of the Knowledge Based Flipped Classroom paradigm has been proven to improve learning outcomes in Sensor Technology courses, according to the study's findings. It is advised that this learning approach be applied in Sensor Technology courses as an alternative to traditional instruction. © Published under licence by IOP Publishing Ltd.
Department of Educational Technology, Postgraduate Faculty, Jakarta State University, Jakarta, 13220, Indonesia
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