<![CDATA[Higher education in the contemporary era faces increasingly complex challenges in preparing students to confront a constanly canging world. Higher education is not only demanded to develop academic competence, but is also expected to be capable of building students' social compassion as an integral part of learning. Furthermore, the rapid development of information and communication technology has become a challenge for universities to design comprehensive and student-centered learning innovations. This research aims to analyze implementation flipped learning based on the Paradigm of Reflective Pedagogy (PPR) to improve students’ competence and compassion. This research was a quasi-experiment research. The subject of this research were students participants of Introduction Microeconomics subject in Economics Education study program, Sanata Dharma University of Yogyakarta. Data collected for competence aspect was obtained by using pretest and postest score, and for compassion aspect was using questionnaires. Results of this research show that the implementation flipped learning based on the paradigm of Reflective Pedagogy can improve students’ competence and student’s compassion. This research does not integrated artificial intelligence and has only examined two aspects of PPR (competence and compassion); other aspects such as conscience and commitment have not been studied in this research. Based on these research findings, the Study Program can encourage the integration of flipped learning based on the Paradigm of Reflective Pedagogy (RPP) into the Study Program curriculum, particularly for courses that require comprehensive and holistic competency development, especially in enhancing students' competence and compassion.]]>
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