Flipped Classroom: A Pathway to Increase Self-Regulated Learning

Selvita Eka Eviana Purba

doi:10.37479/jeej.v7i2.28397

Flipped Classroom: A Pathway to Increase Self-Regulated Learning

Selvita Eka Eviana Purba

Abstract

Self-directed learning has become increasingly important in education today, particularly with the support of digitalization. It helps students become lifelong learners, preparing them to face future opportunities and challenges. The flipped classroom model is one pedagogical approach that promotes student autonomy in learning. In this model, traditional in-class instruction is shifted outside the classroom, allowing students to manage their time effectively for reading and understanding the learning material before attending class. This study aims to investigate whether there is a significant difference in students' self-directed learning outcomes between the flipped classroom model and conventional teaching methods. The research employed a pretest-posttest design with 68 students from grade XI of the Social Studies at SMA XYZ Surakarta. The research instrument used was a questionnaire consisting of 20 statements. To test the hypothesis, a t-test was conducted. The results showed a t-value of 2.062 (p = 0.043 < 0.05), indicating a significant difference in self-directed learning outcomes between students who used the flipped classroom model and those who experienced conventional learning. These findings suggest that teachers should consider using the flipped classroom model as an alternative approach to enhance students' self-directed learning

Keywords

Learning, Self-Regulated Learning, Flipped Classroom

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DOI: https://doi.org/10.37479/jeej.v7i2.28397