Application of Problem Based Learning Method in Entrepreneurship and Hygiene Sanitation with Flipped Classroom Strategy
DOI:
https://doi.org/10.29103/ijevs.v1i8.2239Keywords:
Problem Based Learning Method, Entrepreneurship, Hygiene Sanitation, Flipped Classroom Strategy,Abstract
The post-millennial generation or currently known as the Z generation, is a generation born in the 2000s, a future generation born in the Internet era. These post-millennial generations don't like rigid rules, tend to think creatively and openly and are very easy to comment. An important point in dealing with the post-millennial generation by giving special directions for understanding ethics in social life. In the learning process, the post-millennial generation has visual characteristics, tries and sees the results of the process, wants the teacher as a facilitator, learning starts with "how", and is very easy to get information / knowledge. This is a challenge in determining the right learning strategy for them. Flipped Classroom learning strategy is a strategy designed by the teacher in preparing for learning before face to face in class / at home through learning videos then reflecting on the results of learning in the classroom with discussion and work on assignments (The Flipped Learning Network, 2014). Flipped classrooms require careful preparation so that learning videos that are made interesting, high quality, and can be understood by students without face to face. While students, on the other hand, must have access to an internet connection. With the problem based learning method it is expected that students/ vocational high school (SMK) students will be able to create something different to produce rewards in the form of money as well as personal satisfaction and freedom (Drucker, 1999). In entrepreneurship, students must understand the importance of maintaining health by maintaining and protecting food hygiene, through controlling environmental factors that can or may cause illness and health problems.References
Alma, Buchari. (2011). Entrepreneurship, Seventeenth Printing. Bandung: Alfabeta.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class
every day. Eugene, Or: International Society for Technology in Education.
Blair, N. (2012). Technology integration for the new 2P' century learner.
Principal, Qanuary/February (8-13).
Center for Teaching Innovation at Cornell University. (2017). Flipping the classroom.
Chen, F., Lui, A. M., & Martinelli, S. M. (2017). A systematic review of the effectiveness of
flipped classrooms in medical education.
Dunn, J. (2014). The 6-step guide to flipping your classroom.
Drucker, Peter F. (1999): The Management Challenge For The 21st Century (Book Review)
And Critical Argument Of Druckers Idea From Postmodernism Perspective By:
Tarekegn Tamiru Woldesenbet
Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P.
Lage, M. J., Platt, G. J., & Tregua, M. (2000). Inverting the classroom: A gateway to creating
an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.
Lickona (2016) Character Matters. Jakarta: PT Bumi Aksara.
Özyurt, Ö., & Özyurt, H. (2015). Learning style based individualized adaptive e-learning
environments: Content analysis of the articles published from 2005 to 2014. Computers
in Human Behavior,52, 349-358. doi:10.1016/j.chb.2015.06.020
Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase
interaction and active learning in economics. International Review of Economics
Education,17, 74-84. doi:10.1016/j.iree.2014.08.003
Roehi, Amy. (2013). The Flipped Classroom: An Opportunity To Engage Millennial Students
Through Active Learning Strategies. Department of Interior Design & Merchandising
at Texas Christian University, Fort Worth. Vol . 10 5 ¢ No . 2 ¢ 201 3.
Suryana.(2001a). Entrepreneurship, edition 1, Jakarta: Salemba Empat.
Suryana. (2014b). Entrepreneurship, Edition IV. Jakarta: Salemba Empat.
Sunarto & Hartono. (2002). Student Development. Jakarta: Rineka Cipta
Suprihatiningrum, Jamil. (2013). Learning Theory & Application Strategies.
Yogyakarta: Ar-Ruzz Media 109.
Strayer, J. E (2007). The effects of the classroom flip on the learning environment: A
comparison of learning activity in a traditional classroom and a flip classroom that used an
intelligent tutoring system. Doctoral dissertation. The Ohio State University.
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation,
innovation and task orientation. Learning Environments Research, 15, 171-193
Talley, C.P., & Scherer, S. (2013). The enhanced flipped classroom: increasing academic
performance with student-recorded lectures and practice testing in a "flipped" stem
course. The Journal of Negro Education,82(3), 339-347.
doi:10.7709/jnegroeducation.82.3.0339
Zain, et al. (1997). Teaching and Learning Strategies. Jakarta: Rineka Cipta.
Published
Issue
Section
License
Please find the rights and licenses in International Journal for Educational and Vocational Studies (IJEVS)
1. License
The article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-ShareAlike 4.0 International License.
2. Authors Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
IJEVS's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, IJEVS permits users to copy, distribute, display, and perform the work. Users will also need to attribute authors and IJEVS on distributing works in the journal.
4. Rights of Authors
Authors retain the following rights:
- Copyright, and other proprietary rights relating to the article, such as patent rights,
- The right to use the substance of the article in future own works, including lectures and books,
- The right to self-archive the article,
- the right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal (International Journal for Educational and Vocational Studies).
5. Co-Authorship
If the article was jointly prepared by other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
6. Termination
This agreement can be terminated by the author or IJEVS upon two months notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating partys notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of IJEVS.
7. Royalties
This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by IJEVS or its sublicensee.
8. Miscellaneous
IJEVS will publish the article (or have it published) in the journal if the articles editorial process is successfully completed and IJEVS or its sublicensee has become obligated to have the article published. IJEVS may conform the article to a style of punctuation, spelling, capitalization, referencing and usage that it deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers.
