Harnessing Facebook flipped learning model for teaching and learning science in Islamic higher education

Abstract

Emerging technologies are omnipresent and transforming instructional models for science in higher education. They enable the creation and sharing of knowledge among students and between lecturer and students, allowing for interaction with distance participants (asynchronous interaction). This paper aims to observe the effectiveness of the Flipped Learning on Facebook (FLoF) model in enriching the perception of students towards flipped learning. This study followed the one group case study approach involving thirty students from the science faculty of the UIN Sultan Maulana Hasanuddin Banten. The results showed that using the Flipped Learning on Facebook (FLoF) model is effective in improving students' perception of flipped learning. Students developed a positive perception of the flipped learning approach by experiencing the FLoF model in learning science lessons. Prospects for using FloF model to enhance science teaching and learning need more research confirmations in other institutions.