Using the Flipped Classroom Model to Prevent Sexual Violence in Special Needs Children

Authors

  • Mutiawati Mutiawati Department of Primary Teacher Education, Faculty of Social Sciences and Education, Universitas Ubudiyah Indonesia, Banda Aceh, Indonesia
  • Andy Syahputra Department of Psychology, Faculty of Health, Universitas Ubudiyah Indonesia, Banda Aceh, Indonesia
  • Nelly Nelly Department of Computer Education, Faculty of Social Sciences and Education, Universitas Ubudiyah Indonesia, Banda Aceh, Indonesia
  • Desita Ria Yusian Department of Informatics, Faculty of Science and Technology, Universitas Ubudiyah Indonesia, Banda Aceh, Indonesia
  • Soraya Lestari Department of Accounting, Faculty of Social Sciences and Education, Universitas Ubudiyah Indonesia, Banda Aceh, Indonesia
  • Rusyidah Rusyidah UPTD State Junior High School 4 Peusangan, Bireuen, Indonesia
  • Saudah Saudah Department of Primary Teacher Education, Faculty of Teacher Training and Education, Universitas Serambi Mekkah, Banda Aceh, Indonesia

DOI:

https://doi.org/10.60084/jeml.v1i2.107

Keywords:

Characteristics, Disabilities, Teacher Belief, Gender, Performance

Abstract

The Flipped Classroom learning is designed to develop a future learning model for Special Needs Children (SNC). This article investigates students' perceptions of the impact of learning transitions on the prevention and handling of sexual violence in integrated children with disabilities using gender mainstreaming principles and teacher beliefs. This research utilizes a mixed methods approach within a concurrent design structure that combines primary research using quantitative surveys with semi-structured qualitative interviews. The delivery of sex abuse material through traditional methods such as lectures or tutorials is replaced with flipped Classroom learning through instructional videos. This study found that the transition was generally well-received by students with SNC in inclusive schools. Engaged students tended to perform well in the flipped Classroom learning environment. However, scaffolding in the form of teacher beliefs and gender mainstreaming to prepare students for the transition to flipped Classroom learning is key to promoting knowledge acquisition, performance, engagement, collaboration, and overall positive student experiences.

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Published

2023-11-30

How to Cite

Mutiawati, M., Syahputra, A., Nelly, N., Yusian, D. R., Lestari, S., Rusyidah, R., & Saudah, S. (2023). Using the Flipped Classroom Model to Prevent Sexual Violence in Special Needs Children. Journal of Educational Management and Learning, 1(2), 55–63. https://doi.org/10.60084/jeml.v1i2.107

Issue

Vol. 1 No. 2 (2023): December 2023

Section

Articles

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Copyright (c) 2023 Mutiawati Mutiawati, Andy Syahputra, Nelly Nelly, Desita Ria Yusian, Soraya Lestari, Rusyidah Rusyidah, Saudah Saudah

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.