Blended Learning after the Pandemic: The Flipped Classroom as an Alternative Learning Model for Elementary Classrooms

Abstract

This study examines the suitability of implementing blended learning (BL), especially the flipped classroom (FC) model, for elementary classrooms after the COVID-19 pandemic. Data were collected through a survey involving 136 students and interviews with three teachers of a laboratory school in Indonesia. The data analysis results showed several key findings: (1) the number of students who liked BL (46.32%) was almost equal to those who did not like it (53.68%); (2) the percentage of students who responded positively to each of the five aspects of the FC model was higher than 50%, especially related to their preference of doing assignments in class with their teachers than at home (91.18%); (3) the students were digitally ready; (4) a few challenges faced by the teachers in implementing BL were related to utilising digital technology for teaching, developing students to become independent learners, and their workload (5) the teachers experienced various positive impacts of the model, including on the students’ understanding, achievement of learning goals, mathematics learning, development of students’ independent learning skills, teachers’ technological competencies, and parental support; (6) the teachers agreed that BL was suitable for education during the pandemic; and (7) the teachers believed that BL, especially the FC model, would be suitable for education after the pandemic. Therefore, it can be concluded that BL, particularly the FC model, can become an alternative learning model for elementary classrooms even after the pandemic.