Implementation of ARCS models to improve teachers’ ability in flipped classroom learning

Abstract

Abstract This research aims to improve the ability of the teacher’s Junior High School in practicing flipped classroom learning in physics lessons. A quantitative approach with the type of descriptive was chosen to the research by modeling of one group pre-test and post-test design. The subject of the research was 34 physics teachers in Junior High School, which is 13 of male teachers and 21 female teachers. Data were collected by observed the activities, giving of questionnaires and holding of the test. In consequence, instrumentations used for the research were observation sheets, qestionnaires, and multiple-choice questions. The result showed that activities were slightly increased from meeting I with a percentage of 78%, meeting II with a percentage of 83.05% and meeting III with a percentage of 87.28%. According to the questionnaire, teachers’ motivation was good with a percentage of 79.81% and teachers’ interest was very good with a percentage of 82.73%. Therefore, it can be concluded that using of ARCS can improve not only learning outcomes but also the motivation and interest of teachers. This study may have contributed to the literature since there are few studies available regarding the flipped classroom approach adapted to the ARCS motivation model on physics learning at school.