The Development of Flipped Classroom Learning Method to Improve Creative Thinking Skills in Visual Arts for First Year Students in Art Education Program

Abstract

The objectives of this research were 1) to improve learning process in flipped classroom for developing students’ creativity, 2) to analyze learning achievement, and 3) to assess teaching performance and students’ satisfaction towards flipped classroom learning method. The study of the development of a flipped classroom learning method was conducted with first year students in Art Education program, who enrolled in Composition of Art course. This research was collected data by asking students to take a test through the Learning Management System (LMS: Learning Management System) before class, teaching theory and giving students a test after class. After that, the students were assigned to create five pieces of art work. The researchers analyzed the works according to the principles of art composition. At the end of the teaching, the teachers' teaching performance was assessed by the students and the student satisfaction was assessed using two questionnaires. The results showed that the learning process was categorized into four stages: 1) self-directed learning and taking pre-test, 2) theoretical teaching and taking post-test, 3) visual arts production following composition theory, and 4) teacher giving suggestions on the completion of the visual arts. Those visual arts were the indicators of the students’ creativity. The result also revealed that the students’ learning achievement, analyzed from pre- and post-tests, was not significantly different. The lessons were, then, reviewed for their understanding. The results of the teaching assessment revealed that these aspects, including teachership, learning evaluation, and teaching methods, were at a very good level, and the learning environment was at a good level. In addition, the students’ satisfaction towards flipped classroom revealed that the aspect of teaching styles (M = 4.54), measurement and evaluation (M = 4.51), and learning process (M = 4.50) were at the highest level, while learning environment (M = 4.47) was at high level.