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p-ISSN: 2722-399X;  e-ISSN: 2722-1857 
SiLeT, Vol. 3, No. 1, April 2022: 62-73 

©2022 Studies in Learning  
and Teaching 

 

Studies in Learning and Teaching 
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Student’s Concept Understanding and Motivation to Learn Through 
Flipped Classroom Learning Integrated with Nested Model 

*A J Gitadewi1, Prabowo2, Z A I Supardi2, W Maryuni3 
1Magister Science Education Program, Postgraduate Program, Universitas Negeri Surabaya, Indonesia 

2Department of Physics, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Indonesia  
3Junior High School 21 Surabaya, Jambangan, Surabaya, Indonesia 

Article Info  ABSTRACT 

Article history: 

Received March 31, 2022 
Revised April 18, 2022 
Accepted April 26, 2022 
Available Online April 30, 2022 

This research aimed to describe the effectiveness of the flipped 
classroom integrated with nested model in student’s concept 
understanding and motivation to learn. The research type is quasi-
experiment with one-group pretest-posttest design. The research 
was given to 20 students in VII-D class of SMPN 21 Surabaya. The 
effectiveness of the flipped classroom integrated with nested model 
was obtained from the results of a concept understanding test and a 
motivation to learn questionnaire. The student's concept 
understanding test showed that there was an improvement in gain 
scores between the pretest and posttest scores which is medium 
category and 90% of students were declared complete. Meanwhile, 
the gain score on the completeness of the concept understanding 
indicator was high category. Then the results of the student’s 
motivation to learn showed that there was an improvement in gain 
scores between pretest and posttest which is medium category. The 
data obtained that flipped classroom integrated with nested model 
was effective as a learning instrument to improve student’s concept 
understanding and motivation to learn during the Covid-19 
pandemic. 

Keywords: 

Concept understanding 
Flipped classroom 
Motivation to learn 
Nested model 
 

 
https://doi.org/10.46627/silet  

INTRODUCTION 
The Covid-19 pandemic can cause many impacts on various aspects of Indonesian people's 
lives, including education. The positive cases of Covid-19 prompted the government to make 
several new policies. The health of students, teachers, lecturers, and the other teaching staff is a 
consideration, so face-to-face learning activities in all schools and universities must be closed 
and switched to an online system. In learning, both online and face-to-face, motivation is the 
main factor in science learning (Chan & Norlizah, 2018). To make science learning effective, 
students should have motivation towards science learning. 

Based on research conducted by Cahyani et al. (2020) shows that motivation to learn of 
students who join online learning during Covid-19 pandemic has decreased. The result of that 
research is in line with Kohli et al. (2021) that stated the lack of motivation due to stress by the 
pandemic was another recurrent time. Motivation to learn decreased as a negative impact of 
online learning also occurs in students of SMPN 21 Surabaya. Based on the results of the 
questionnaire, it is known that the motivation to learn of individual students is still low. The 
low motivation to learn in online learning during Covid-19 pandemic certainly has an impact 
on concepts understanding. Based on the student’s observation questionnaires, 73.1% of 
students stated that it was difficult to understand the lesson during online learning. It is also in 
line with the research of Nawastheen & Perera (2021) which stated that 22.7% of students felt 

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they were not helped in understanding concepts during online learning. According to them, 
this is because as many as 53% of students were concerned that they were not able to discuss 
subject matter with their peers. Yadav et al. (2021) also stated the same thing, that online 
learning process can cause a lack of interaction from the student.  

Dastidar (2021) states that science students get low satisfaction with online learning 
environments. They argue that it is difficult to construct knowledge or understand concepts 
virtually. This can be caused by online learning which tends to be Unidirectional interaction 
and technically (only give some assignments), it means that the teacher does not involve 
directly in explaining the material, even though it is also very important to avoid 
misunderstandings and misconceptions among students. The result of concept understanding 
test in the pre-research, it is known that from 25 students and 6 indicators of concept 
understanding, only 1 student almost completes all indicators of concept understanding. To 
create effective study at home, the latitude of choosing models, methods, and media in online 
learning should be a good consideration. Teachers can combine several learning models that 
mix with the needs of online learning. The existence of several obstacles in online learning 
based on the result of the interview, questionnaire, and literature study can be overcome by one 
of the learning models that can be applied which is flipped classroom. 

The flipped classroom model is a learning model that is the opposite of the learning model 
usually applied by teachers in the classroom. Usually, teachers explain material using the 
lecture method in the class and then give assignments at home as a follow-up, but in flipped 
classroom students will be given material first from digital module or learning video that must 
be watched and understood, then doing assignment in the class with the teacher and other 
students. Based on research conducted by Herala et al. (2015) in Nouri (2016) stated that the use 
of flipped classroom can improve student learning outcomes because through this learning 
students can focus on reviewing material without a set time, and learning time can be 
maximized to solve actual problems encountered by students. Garza (2014) quoted from 
Boucher et al. (2013) also said that learning with the Flipped Classroom model will have more 
time to interact and clarify the material, more time to explore concepts, and more time to 
achieve learning objectives. Bawaneh and Moumene (2020) added in their research that the 
flipped classroom has a positive effect on motivation to learn. 

Learning activity should not only memorize the concepts or facts but also connect other 
concepts and skills to build a complete understanding so that the learning activity will be 
meaningful, the concepts well understood, and not easily forgotten. A learning model that 
provides meaningful learning to students is integrated learning, one of which is nested. Based 
on research conducted by Tangkearung and Lolotandung (2020), using nested learning model 
can improve student learning outcomes because students can think more creatively and the 
teacher acts as a facilitator and is not domineering so that students are required to be more 
active in their learning activity. The same result was also obtained by Omes and Suyono (2020) 
that learning with nested type of integration can affect critical thinking skills and student’s 
concept understanding. 

Nested integration centered on the skills and learning experiences of each student can be 
combined with the flipped classroom because their classroom activities are student-centered. So 
both of them are emphasizing active learning, where the teacher helps the student and not only 
provides information; this makes them self-directed learners. Therefore, some of the benefits of 
the flipped classroom are improving attention, verifying the learning, allowing for self-
assessment, making decisions about what, how, when, and they learn by assuming commitment 
and responsibility (Limaymanta et al., 2021). These advantages are also in line with the core of 
learning with nested integration. Online learning in the Covid-19 pandemic emergency using 
the nested integration model can be carried out together with the flipped classroom model. 
Through the combination of the two, it is expected to be effective in helping students to be 
motivated in learning and have a good understanding of concepts even though learning is done 

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with an online system. Based on the explanation above, the researcher intends to find out the 
motivation to learn and concept understanding through flipped classroom learning integrated 
with nested model. 

RESEARCH METHOD 
This research used a quantitative approach with the experimental research method type quasi-
experimental design. The research was conducted using one-group pretest-posttest design 
because this research used one group without a comparison group. The design is described as 
follows:  

 
 

 

 
Figure 1. One-group pretest-posttest design 

 (Sugiyono, 2017) 

The research was held on 20 students VII-D class of SMP Negeri 21 Surabaya in the 
2020/2021 academic year on heat and transfer material. Data analysis techniques used in this 
research are: 
1. Student’s Concept Understanding 

The improvement of student concept understanding of heat and transfer material is obtained 
through the calculation of individual completeness, classical completeness, and indicators of 
concept understanding completeness. 
a. Individual Completeness 

The score is obtained from the scoring of each question number. For multiple-choice 
questions, a maximum score is 5, while if it is incorrect the score is 0. For description 
questions, a maximum score is 10, while if it is not answered the score is 0. Then the 
scores are added up entirely. The result of the individual concept understanding test is 
categorized to be “complete” if students get a score > 75 which is the limit value of the 
Minimum Completeness Criteria (KKM) for science subjects. 

b. Classical Completeness 
Classical completeness can be analyzed using quantitative descriptive analysis. Classical 
completeness is obtained using the following formula: 

𝐶𝑙𝑎𝑠𝑠𝑖𝑐𝑎𝑙 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒𝑛𝑒𝑠 = (
∑ 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤ℎ𝑜𝑠𝑒 𝑡ℎ𝑒 𝑠𝑐𝑜𝑟𝑒 𝑖𝑠 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒

∑ 𝑎𝑙𝑙 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠
× 100%) 

Learning using flipped classroom integrated with nested is categorized to have 
achieved classical completeness if it obtains > 85% of students who completed 
individually (Permendikbud RI, 2014). 

c. Completeness of Concept Understanding's Indicator 
The percentage (P) of completeness of concept understanding's indicator can be obtained 
by the following formula: 

𝑃 = (
∑ 𝑠𝑐𝑜𝑟𝑒 𝑡ℎ𝑎𝑡 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑜𝑓 𝑒𝑎𝑐ℎ 𝑖𝑛𝑑𝑖𝑐𝑎𝑡𝑜𝑟

∑ 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 𝑜𝑓 𝑒𝑎𝑐ℎ 𝑖𝑛𝑑𝑖𝑐𝑎𝑡𝑜𝑟
) × 100% 

An indicator concept understanding is categorized to be "complete" if the percentage 
(P) of each indicator reaches > 75%. 

Then, to find out the improvement of student’s concept understanding of heat and 
transfer material, both from individual completeness and indicators completeness, N-Gain 
calculations are carried out with the following formula: 

𝑁 − 𝐺𝑎𝑖𝑛 =
(𝑝𝑜𝑠𝑡𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 − 𝑝𝑟𝑒𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒)

(𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 − 𝑝𝑟𝑒𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒)
 

The result of that calculation is then determined by the category based on the 
improvement value between pretest and posttest through the following assessment criteria: 

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Table 1. Interpretation of concept understanding improvement 

Range Category 

N-Gain > 0.70 High 

0.30 < N-Gain < 0.70 Medium 

0.30 > N-Gain Low 

          (Hake, 1999) 
2. Student’s Motivation to Learn 

Student’s motivation to learn is obtained through filling out the questionnaire that has been 
provided and then filled by students according to themselves. The score criteria use a Likert 
scale calculation shown in the following table: 

Table 2. Criteria for student’s motivation to learn score 

Rating Score 

Strongly Agree 4 

Agree 3 

Disagree 2 

Strongly Disagree 1 

         (Modified from Riduwan, 2013) 
After all scores were summed up, then converted into the value of student’s motivation 

to learn with the formula: 

𝑇ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 =
𝑠𝑡𝑢𝑑𝑒𝑛𝑡′𝑠 𝑚𝑜𝑡𝑖𝑣𝑎𝑡𝑖𝑜𝑛 𝑠𝑐𝑜𝑟𝑒

𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒
× 100 

The calculation of student’s motivation learning value is used to calculate the value of 
the pretest and posttest from motivation questionnaire. Then to find out the improvement of 
student’s motivation to learn on heat and transfer material through flipped classroom 
integrated with nested learning, N-Gain calculations were carried out. 

The result of this calculation is used to determine the category of the improvement of 
motivation to learn between pretest and posttest through assessment criteria such as Table 1. 
Based on table 1, it can be seen that the improvement of student’s motivation to learn can be 
low, medium, and high. Learning based on flipped classroom integrated with nested on heat 
and transfer material is categorized as feasible if it shows an improvement in student’s 
motivation to learn. 

Furthermore, to find out the correlation between concept understanding and motivation 
to learn, a calculation was carried out using the product-moment formula (Riduwan, 2013) as 
follows: 

𝑟𝑥𝑦 =
∑(𝑥𝑖 − �̅�)(𝑦𝑖 − �̅�)

√(∑(𝑥𝑖 − �̅�)
2) − (∑(𝑦𝑖 − �̅�)

2)
 

rxy : correlation coefficient between variables X and Y 
xi : score of variable X data i 
yi : score of variable Y data i 

The result of this calculation is categorized to be significant or there is a correlation if rxy 
is greater than rtable. 

RESULTS AND DISCUSSION 
The result of this research was divided into two aspects: 
1. Student’s Concept Understanding 

a. Individual and Classical Completeness 
The effectiveness of flipped classroom integrated with nested is obtained from the 
improvement of concept understanding of heat and transfer material based on pretest 

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and posttest score. The improvement of student’s concept understanding is presented in 
table 3 below: 

Table 3. Student Concept Understanding Data 

 Mean Category 

Pretest Posttest N-Gain  

 49 82 0.65 Medium 

Completeness Value 0% 90%   

Based on the N-Gain analysis in table 3, the percentage of classical completeness 
after learning using flipped classroom integrated with nested model is 90%. It means that 
flipped classroom integrated with nested model can improve student’s concept 
understanding in heat and transfer material with complete category classically. In 
addition, there was an improvement of gain score which is 0.65 with a medium category. 
It shows that flipped classroom integrated with nested model is effective to improve 
concept understanding in each student. Figure 2 below shows the improvement of 
student’s pretest and posttest scores based on concept understanding test. 

 
Figure 2. Graph of pretest and posttest of student’s concept understanding 

The lack of student’s concept understanding during online learning caused by 
students being unable to discuss subject matter with their peers, unidirectional 
interaction from teacher, and learning technically (only giving some assignments) 
became one of the focuses of discussion in this research. The improvement of student's 
concept understanding is affected by the success of learning instruments that is also 
supported by learning activities. Based on research conducted by Dastidar (2021) on 
science students, it is difficult to construct knowledge or understand concepts virtually, 
because experimental and simulation activities are required for understanding the 
concepts while this is not done in online classes. Flipped classroom integrated with 
nested as learning model is directed first at activities that involve several skills and then 
leads to concepts. Therefore, students should do virtual experiment activity and watch 
experiment video first so that in the end they can strengthen their concept understanding 
of heat and transfer material. The implementation of nested model in this research is in 
student worksheet based on nested approach, because it can be used to improve science 
learning abilities because it trains students to carry out scientific thinking processes, so 
they can understand the subject matter properly and correctly. This emphasizes 
providing direct experience to develop competence and gain a meaningful 

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understanding, in accordance with the nature of science learning. With that learning 
model, learning activities become more meaningful and students can understand 
concepts well or not just memorize them.  

Anderson and Krathwohl (2010) stated that the most important educational goals 
are retention and transfer. The educational goal that is in line with this research is 
transfer, because this ability is needed to prepare 21st-century thinking skills. Retention 
is the ability to remember the subject matter for a certain period of time, while transfer is 
the ability to use the material that has been learned to solve new problems. One of the 
learning scenarios that can be applied to achieve the transfer goal is implementing 
meaningful learning (Anderson & Krathwohl, 2010). Meaningful learning presents the 
knowledge and cognitive processes that need to solve problems. In line with the learning 
theory proposed by Ausubel, meaningful learning will be remembered longer because 
the information is learned meaningfully, and information gotten from meaningful 
learning can facilitate the next learning process for similar subject matter. 

This result is also suitable with the view of constructivism theory that if knowledge 
is built by the learner himself, it will meaningful so the knowledge will be easy to 
remember and easily transferred. In addition, it is also in line with the cognitive theory 
by Jean Piagett that through real experience, the cognitive development of students will 
be better than just using language to communicate, so it can improve student’s ability to 
solve problems and can improve motivation to learn. Mutoharo et al. (2015) stated that 
student’s motivation to learn science had a significant contribution to understand the 
science concepts. 

b. Completeness of Concept Understanding Indicator 
The result of student's concept understanding was also analyzed for each indicator of 
concept understanding that was used. The improvement of student's concept 
understanding of heat and transfer material based on the completeness of the indicators 
of concept understanding is presented in the following table: 

Table 4. The data of concept understanding improvement indicators  

Indicators of Concept Understanding Xpretest Xposttest N-Gain Category 

Restate a concept 42 87 0.78 High 

Classifying objects according to certain 
properties and according to the concept 

38 85 0.76 High 

Give examples and non-examples of the 
concept 

53 93 0.85 High 

Presenting concepts in the form of 
mathematical representations 

53 80 0.57 Medium 

Using, utilizing, and selecting the certain 
procedures or operations 

31 83 0.75 High 

Applying concepts or algorithm as problem 
solving 

70 88 0.60 Medium 

Mean 0.72 High 

Based on table 4, it shows that the indicators of concept understanding that used as 
a measurement, has improvement based on a gain score which is 0.72 with high category 
and all indicators have obtained a final completeness percentage > 85% so it can be 
categorized as “complete”. It shows that flipped classroom integrated with nested model 
is effective in completing all indicators of concept understanding. Figure 3 below shows 
the improvement of pretest and posttest score based on indicators of concept 
understanding score. 

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Figure 3. Graph of The Improving of Understanding Concept Indicators 

Based on the improvement of concept understanding result in terms of individuals 
and each indicator of concept understanding, completeness in terms of individual, 
classical, and each indicator of concept understanding, can be concluded that Flipped 
Classroom integrated with Nested model is effective to improve student's concept 
understanding on heat and transfer material. This result is relevant to Janatin (2019) 
which obtain the result of student’s improvement to understand mathematical concepts 
after learning with the Flipped Classroom model. Then, the same results were also 
obtained from Omes & Suyono (2020) which stated that learning designed with the 
Nested type of integration can affect student’s critical thinking skills and concept 
understanding. In addition to focusing on each student's learning experience, the lack of 
interaction from students is a negative affect in online learning, so learning through 
Flipped Classroom integrated with Nested also has a positive effect on teacher and 
student interactions. Teachers are always needed to get feedback from student's answer 
or opinions, or some questions until they get concept clarification and their satisfaction 
(Mishra et al., 2020).  

2. Student's Motivation to Learn 
The effectiveness of the flipped classroom integrated with nested model is also reviewed 
from the improvement of student's motivation to learn. Motivation in learning process is 
important because someone who does not have the motivation to learn will not desire to do 
learning activities. One of the success factors of students in learning is influenced by the 
motivation of students to learn (Awe & Benge, 2017). The results of the student’s motivation 
to learn were obtained through pretest and posttest activities using motivation 
questionnaires that have been developed before. The following is presented the result of 
student’s motivation to learn. 

Table 5. The result of student's motivation to learn 

Mean 
Category 

Pretest Posttest N-Gain 

53 80 0.57 Medium 

Based on the N-Gain analysis in table 5, the improvement in student’s motivation to 
learn which is 0.57 in the medium category. It means that flipped classroom integrated with 
nested model is effective in improving student's motivation to learn. This is in line with 
research from Bawaneh and Moumene (2020) which stated that flipped classroom has a 
positive effect on motivation to learn, which is shown through the gestures of students that 
show great motivation and satisfaction. The same result was also obtained from Dewi (2020) 
that the student’s motivation to learn during learning with the flipped classroom learning 

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model assisted by audio-visuals has improved as seen from the percentage of classical 
completeness from student attention, student activity, and student involvement in learning. 
The audio-visual media used in this research are PowerPoint and virtual lab applications. 

The result of student’s motivation to learn improvement was analyzed for each indicator 
in the motivation questionnaire with the ARCS model, namely attention, relevance, 
confidence, and satisfaction. The result of the questionnaire analysis of student's motivation 
to learn on each ARCS indicator using flipped classroom integrated with nested model is 
presented in table 6 as follows: 

Table 6. Data of ARCS motivation improvement indicators 

Motivation Indicators Pretest Posttest N-Gain Category 
Attention 56 83 0.61 Medium 

Relevance 55 82 0.60 Medium 

Confidence 55 88 0.73 High 

Satisfaction 59 83 0.59 Medium 

Mean 0.63 Medium 

Assessment of motivation to learn in this research is based on the ARCS approach 
(Attention, Relevance, Confidence, and Satisfaction) according to John Keller. The 
improvement of motivation to learn in this research is suitable with several factors carried 
out by the teacher and the students themselves. During the lesson, the teacher uses the V-Lab 
Kalor application and simple experimental videos as learning media. Arsyad (2016) states 
that learning media can improve and make students interested so that it can affect 
motivation and allow students to learn independently according to their abilities and 
interests. The use of the V-Lab Kalor and simple experimental videos in online learning 
during a pandemic makes students interested in the material to be taught so that it can foster 
student's motivation to understand the material. In addition, interactions involving teacher 
with students and student with other students through discussion also motivate students to 
learn in class. That treatment supports the result of the increase of motivation to learn on the 
Attention indicator which obtained a gain score of 0,61 in the medium category. 

Sardiman (2014) also said that to create motivation in learning, students should be 
involved to think and act directly, or in other terms learning by doing. In learning, activity is 
needed, because without activity, the learning process may not take place properly. Learning 
with nested integration not only focuses on memorizing concepts, but also involves student 
activities based on several nested skills, such as making hypotheses, organizing data in 
tabular form, and making conclusion. These activities are obtained through virtual 
experiment activity or viewing experiment video, which can increase student’s motivation to 
learn. This learning process in this research is also in line with Mishra et al. (2020) that stated 
during online learning, teachers use their freedom as an individual course instructors with 
giving instructions, setting questions, and final award of marks, so students do not only hear 
a lot of explanations from the teacher which make them bored. 

V-Lab Kalor application in this research is used to do virtual experiments, and 
experimental video in this research is used for observational activities so that students can 
relate the experiments/observations with the concepts that have been studied and will be 
obtained at the end of the lesson. This also supports the result of the increasing of Relevance 
indicator which obtained a gain score of 0,60 in the medium category. Keller (1988) stated 
that students will consider learning is relevant if the learning is in accordance with their 
interests. If the learning is in accordance with their interest, then they will know what should 
they do to make learning useful for them. 

The results of the increasing Confidence indicator which obtained a gain score of 0,73 in 
the high category and Satisfaction indicator which obtained a gain score of 0,59 in the 

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medium category are supported by the positive activities and positive responses of students 
based on learning with flipped classroom integrated with nested model. The level of self-
confidence of students can be seen if students are able to learn the material, so the students 
will actively participate in learning including asking questions and expressing opinions. 

Figure 4 below shows the improvement between student’s pretest and posttest scores 
based on motivation to learn score. 

 

 
Figure 4. Graph of the improvement of student’s motivation to learn 

Furthermore, after obtaining data on the result of student’s concept understanding and 
motivation to learn, a Product Moment correlation test was conducted to determine the 
relationship between the two variables. In the following, the result of the correlation test for 
student’s concept understanding with motivation to learn is presented. 

Table 7. Data analysis of the correlation of concept understanding with motivation to learn 

Correlation 
Correlation 

Coefficient (r hitung) 
rtable Description 

rxy 0.641 0.468 Significant 

Based on table 7, the correlation coefficient rxy between the variable concept understanding 
and motivation to learn of students is 0.641, where the result is greater than the value of rtable so 
that it is significant. Thus, it can be concluded that there is a relationship between concept 
understanding and motivation to learn of students. It means that when motivation to learn is 
improve, the concept understanding of students is also getting better. Sardiman (2014) stated 
that good motivation in learning will show good results. In other words, with a good effort and 
good motivation, someone who learns will reach a good achievement. The intensity of student's 
motivation is greatly determine the level of achievement in learning. This is relevant to the 
opinion of Riswanto & Aryani (2017) that stated students who have good motivation to learn 
usually have high learning outcomes. 

CONCLUSION 
This research shows that learning based on flipped classroom integrated with nested on heat 
and transfer material is effective in improving student’s concept understanding and motivation 
to learn. Student’s concept understanding of heat and transfer material has improved after 
participating in flipped classroom integrated with nested learning with an average gain score 
(N-gain) is 0.65 which is classified in the medium category and has a completeness value of 
90%. Student’s motivation to learn after participating in flipped classroom integrated with 
nested learning also improved with an average gain score (N-gain) is 0.57 which was classified 
in the medium category. This research implies that learning through flipped classroom 

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integrated with nested model can improve student’s concept understanding and motivation to 
learn. For further research is hoped that teachers should give time at the beginning (such as 
briefing) to give an understanding of how to learn through flipped classroom integrated with 
nested model and guide more intensely at each step of learning for students who have never 
learned through flipped classroom integrated with nested model. In addition, future research is 
also expected to focus on training or improving more nested skills written by Fogarty to 
students using flipped classroom integrated with nested model. 

ACKNOWLEDGEMENTS 
Thanks to the lecturers, science teacher as tutor, and all those who helped in this research. 

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Author (s): 

*Aisyah Jiyantika Gitadewi (Corresponding Author) 
Magister of Science Education Program, Postgraduate Program, 
Universitas Negeri Surabaya, 
Jl. Lidah Wetan, Surabaya 60213, Indonesia 
Email: aisyahjiyantika@gmail.com 

 

Prabowo 
Department of Physics, Faculty of Mathematics and Natural Science, 
Universitas Negeri Surabaya, 
Jl. Ketintang, Surabaya 60231, Indonesia 
Email: prabowo@unesa.ac.id 

 

Zainul Arifin Imam Supardi 
Department of Physics, Faculty of Mathematics and Natural Science, 
Universitas Negeri Surabaya, 
Jl. Ketintang, Surabaya 60231, Indonesia 
Email: zainularifin@unesa.ac.id 

 

Wiwien Maryuni 
Junior High School 21 Surabaya 
Jl. Jambangan IV, Surabaya 60232, Indonesia 
Email: wiwienmaryuni@gmail.com 

 

https://doi.org/10.46627/silet.v3i1.105
https://scie-journal.com/index.php/SiLeT
mailto:aisyahjiyantika@gmail.com
mailto:prabowo@unesa.ac.id
mailto:zainularifin@unesa.ac.id
mailto:wiwienmaryuni@gmail.com

