The Effects of Physics Learning Using Flipped Classroom and Chatbot Applications Approach on Physics 5 Learning Achievement and Satisfactions for Grade 12 Students
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Abstract
This research aims to 1) compare the pre-test and post-test physics learning achievement of students using flipped classroom and chatbot applications, 2) compare the post-test achievement of these students to those using traditional instruction, and 3) assess student satisfaction with learning physics using these innovative methods. The samples of this research were two classes of 12th-grade students in the first semester, academic year 2024, divided into two groups: a control group of 40 students and an experimental group of 40 students using cluster random sampling. The data were analyzed using dependent-sample t-test, independent t-test and one sample t-test. The results showed that (1) the post-test of learning achievement is higher than the pre-test at the .05 statistical level, (2) the post-test of the physics learning achievement using chatbot applications with the flipped classroom is higher than the normal earning at the .05 statistical level, and (3) the overall satisfaction of learning physics using chatbot applications with flipped classrooms was at the highest level and higher than 4.51 at the .05 statistical level.
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