Maria Paristiowati, Setia Budi, Elsa Vera Nanda, Mohammad Asrul Ashmi Karepesina, Nurul Chandra Waskitaningtyas
Online learning is one of the solutions to overcome the impact of the COVID-19 pandemic on the education sector with all the limitations teachers and students have to face. In its implementation, students feel less motivated to learn during the pandemic because the learning activities are not cooperative, and there is a 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 a 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 were in the good category, and 11.42% of students’ opinions are in the medium category. Meanwhile, the student motivation showed that most students (55.55%) had high motivation towards the acid-base and buffer solution material in the 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. © 2024 American Institute of Physics Inc.. All rights reserved.
Faculty of Mathematics and Natural Sciences, State University of Jakarta, Rawamangun Muka, Jakarta, Indonesia
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