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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Locus Penelitian dan Pengabdian
Alfahral, Reza
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Aerospace Engineering Automotive Engineering Decision Sciences, Operations Research & Management Electrical & Electronics Engineering Mathematics Other

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The Effectiveness Of The Flipped Classroom Model On Students’ Activeness And Learning Independence Alfahral, Reza; Herwin, Herwin; Waruwu, Jefnita Sain
Jurnal Locus Penelitian dan Pengabdian Vol. 4 No. 9 (2025): : JURNAL LOCUS: Penelitian dan Pengabdian
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/locus.v4i9.4898

Abstract

This study investigated the impact of the Flipped Classroom model on student activeness and learning independence in the Primary School Teacher Education (PGSD) Program at Universitas Muhammadiyah Buton. A quasi-experimental method with a nonequivalent control group design was employed. The sample included 30 students in the experimental group who received instruction via the Flipped Classroom model and 29 students in the control group who were taught using the expository method. The research instrument was a questionnaire measuring student activeness and independence, consisting of 18 valid items (r = 0.552–0.957; Sig. < 0.05) and demonstrating high reliability (Cronbach’s Alpha = 0.993). The results showed that both experimental and control groups experienced significant improvements in activeness and independence following the intervention, as evidenced by the Paired Samples T-Test (Sig. = 0.000 < 0.05). However, when comparing the two groups using the Independent Samples T-Test, a significant difference was found in learning independence (Sig. = 0.047 < 0.05), whereas the difference in activeness was not statistically significant (Sig. = 0.574 > 0.05). This suggests that the Flipped Classroom model is more effective in enhancing student independence compared to the expository model, although its effect on activeness did not differ significantly. Consequently, the Flipped Classroom can be regarded as a viable alternative teaching strategy in higher education, particularly for PGSD students, as it promotes greater learning independence while supporting active participation in the learning process.
SELF-REGULATED LEARNING PADA FLIPPED CLASSROOM DALAM PEMBELAJARAN DASAR: ANALISIS BIBLIOMETRIK Alfahral, Reza; Hidasia, Muhammad Marsan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48103

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In the era of digitalization and globalization, higher education is required to develop learning methods that can enhance student learning independence. Self-Regulated Learning (SRL) is one of the essential skills that contribute to student academic success, especially in innovation-based learning such as the Flipped Classroom. This learning model reverses the traditional concept by providing access to materials before class and allocating face-to-face meeting time for discussion and problem-solving. However, there are still limitations in research specifically examining the relationship between the Flipped Classroom and the development of SRL, especially in the context of teacher education. This study aims to analyze the development of studies related to the Flipped Classroom and Self-Regulated Learning using a bibliometric approach based on Scopus data. Using VOSviewer and Mendeley Desktop software, this study identified publication trends, patterns of scientific collaboration, and emerging topics in these studies. The analysis results show that the number of publications related to the Flipped Classroom and SRL has increased significantly in recent years. Furthermore, this study also revealed that the integration of the Flipped Classroom model can strengthen students' self-regulation skills by increasing motivation, independent learning strategies, and active engagement in learning. This study is expected to contribute to academics, education practitioners, and policymakers in designing innovative, evidence-based learning methods that can improve SRL in higher education settings, particularly for pre-service teachers. Furthermore, this research also identifies potential areas for further exploration regarding the effectiveness of Flipped Classrooms in various educational contexts.
Co-Authors Herwin Herwin, Herwin Hidasia, Muhammad Marsan Waruwu, Jefnita Sain