THE IMPACT OF A FLIPPED CLASSROOM ON STUDENTS SELF-REGULATION IN PRIMARY EDUCATION

Christiana Subagyo, J. Priyanto Widodo

Abstract


The research examines the impact of flipped classrooms students’ self-regulation of sixth- and fifth-grade students at SD Citra Berkat The Taman Dayu. The goal of the research is to determine how the flipped classroom approach affects students' ability to self-regulate by combining quantitative and qualitative analysis, identifying patterns, and making interpretations based on the findings. The research involves a survey of 52 elementary school students to evaluate self-regulation and perceptions of the flipped classroom. The findings are presented through interviews, observations, and surveys, indicating positive outcomes such as improved self-regulation, increased understanding of concepts, and enhanced student motivation to learn. The research's findings indicate that the implementation of the flipped classroom approach may enhance student self-regulation by providing opportunities for independent learning, time management, and task organization, ultimately enhancing academic achievement and understanding of concepts. The finding point to the flipped classroom approach's potential advantages for encouraging student involvement and self-regulation.

Save to Mendeley


Keywords


flipped classroom; self-regulation; primary education

Full Text:

PDF

References


REFERENCES

Al-Abdullatif, A. (2020). Investigating self-regulated learning and academic achievement in an eLearning environment: The case of the K–12 flipped classroom. Cogent Education, 7. https://doi.org/10.1080/2331186X.2020.1835145.

Allen, D., Donham, R., & Bernhardt, S. (2011). Problem‐based learning. New Directions for Teaching and Learning, 2011, 21–29. https://doi.org/10.1002/TL.465.

Barfurth, M., Ritchie, K., Irving, J., & Shore, B. (2009). A Metacognitive Portrait of Gifted Learners. , 397–417. https://doi.org/10.1007/978-1-4020-6162-2_18.

Bullen, H. (2012). Student-driven independent research projects: developing a framework for success in analytical chemistry. Analytical and Bioanalytical Chemistry, 404, 927-930. https://doi.org/10.1007/s00216-012-6153-x.

Chen, F., Lui, A., & Martinelli, S. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education, 51. https://doi.org/10.1111/medu.13272.

Chen, Y., & Chang, H. (2018). Psychometrics Help Learning: From Assessment to Learning. Applied Psychological Measurement, 42, 3–4. https://doi.org/10.1177/0146621617730393.

Critz, C., & Knight, D. (2013). Using the Flipped Classroom in Graduate Nursing Education. Nurse Educator, 38, 210–213. https://doi.org/10.1097/NNE.0b013e3182a0e56a.

Dörrenbächer, L., & Perels, F. (2016). Self-regulated learning profiles in college students: their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning. Learning and Individual Differences, 51, 229–241. https://doi.org/10.1016/J.LINDIF.2016.09.015.

Feinberg, W. (1997). Book Reviews: Educational Manifestos and the New Fundamentalism. Educational Researcher, 26, 27–35 https://doi.org/10.3102/0013189X026008027.

Hadwin, A. F., & Winne, P. H. (2012). Promoting learning skills in undergraduate students. Enhancing the Quality of Learning: Dispositions, Instruction, and Mental Structures, 201-227.

Hasanah, A., & Haryadi, H. (2022). Tinjauan Kurikulum Merdeka Belajar dengan Model Pendidikan Abad 21 dalam Menghadapi Era Society 5.0. GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia. https://doi.org/10.19105/ghancaran.vi.7595.

Hofmann, W., Schmeichel, B., & Baddeley, A. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16, 174–180. https://doi.org/10.1016/j.tics.2012.01.006.

Hwang, G., Lai, C., & Wang, S. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2, 449–473. https://doi.org/10.1007/S40692-015-0043-0.

Ismailova, G., & Tokhtaganova, B. (2022). Methodological foundations of the organization of extracurricular independent work of students. InterConf. https://doi.org/10.51582/interconf.19-20.05.2022.021.

Jabusch, H. (2016). Setting the Stage for Self-Regulated Learning Instruction and Metacognition Instruction in Musical Practice. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01319.

Lee, E., & Hannafin, M. (2016). A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. Educational Technology Research and Development, 64, 707–734. https://doi.org/10.1007/S11423-015-9422-5.

McLaughlin, J. (2018). Flipped classrooms, by design. Medical Education, 52. https://doi.org/10.1111/medu.13654.

McMillan, J. H., & Hearn, J. (2008). Student self-assessment is the key to stronger student motivation and higher achievement. Educational Horizons, 87(1), 40–49.

Mishra, P., Fahnoe, C., Henriksen, D., & Group, T. (2013). Creativity, self-directed learning, and the architecture of technology-rich environments TechTrends, 57, 10–13. https://doi.org/10.1007/S11528-012-0623-Z.

Moeller, A. J., Theiler, J. M., & Wu, C. (2012). Goal setting and student achievement: A longitudinal study. The Modern Language Journal, 96(2), 153–169.

Morosanova, V., Tsyganov, I., Vanin, A., & Philippova, E. (2014). Self-regulation of learning activities and its relationship with individual differences among high school students. Personality and Individual Differences, 60. https://doi.org/10.1016/J.PAID.2013.07.304.

Mulhim, E. (2021). Flipped Learning, Self-Regulated Learning, and Learning Retention of Students with Internal and External Locus of Control. International Journal of Instruction. https://doi.org/10.29333/iji.2021.14150a.

Namaziandost, E., & Çakmak, F. (2020). An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model. Education and Information Technologies, 25, 4041–4055. https://doi.org/10.1007/s10639-020-10167-7.

Nugraha, A., & Rahman, F. (2021). Android Application Development of Student Learning Skills in Era Society 5.0. Journal of Physics: Conference Series, 1779. https://doi.org/10.1088/1742-6596/1779/1/012014.

Oetomo, T., Musyarofah, L., & Widodo, J. P. (2022). The use of LMS Moodle to Improve Reading Comprehension Skill for the 10th Grade Students. Jurnal Basicedu, 6(3), 3908–3917. https://doi.org/10.31004/basicedu.v6i3.2652

Öztürk, M., & Çakıroğlu, Ü. (2021). Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, 8, 1–20. https://doi.org/10.1186/s40561-021-00146-x.

Pajares, F. (2012). The motivational role of self-efficacy beliefs in self-regulated learning. Motivation and self-regulated learning (pp. 111–139) Routledge.

Paris, S., & Paris, A. (2001). Classroom Applications of Research on Self-Regulated Learning. Educational Psychologist, 36, 101–89 https://doi.org/10.1207/S15326985EP3602_4.

Rohimat, S., Sanusi, S., & Munthahanah, M. (2022). Diseminasi platform merdeka mengajar untuk guru sma negeri 6 kota serang. ABDIKARYA: Jurnal Pengabdian dan Pemberdayaan Masyarakat. https://doi.org/10.47080/abdikarya.v4i2.2035.

Rotellar, C., & Cain, J. (2016). Research, Perspectives, and Recommendations on Implementing the Flipped Classroom. American Journal of Pharmaceutical Education, 80. https://doi.org/10.5688/ajpe80234.

Rotellar, C., & Cain, J. (2016). Research, Perspectives, and Recommendations on Implementing the Flipped Classroom. American Journal of Pharmaceutical Education, 80. https://doi.org/10.5688/ajpe80234.

Schraw, G., Crippen, K., & Hartley, K. (2006). Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. Research in Science Education, 36, 111–139. https://doi.org/10.1007/S11165-005-3917-8.

Schunk, D. (1990). Goal Setting and Self-Efficacy During Self-Regulated Learning. Educational Psychologist, 25, 71–86. https://doi.org/10.1207/S15326985EP2501_6.

Schunk, D. (2005). Commentary on self-regulation in school contexts. Learning and Instruction, 15, 173–177. https://doi.org/10.1016/J.LEARNINSTRUC.2005.04.013.

Smart, K., Witt, C., & Scott, J. (2012). Toward learner-centered teaching Business Communication Quarterly, 75, 392-403. https://doi.org/10.1177/1080569912459752.

Taufik, A. (2019). Analisis Karakteristik Peserta Didik. EL-Ghiroh. https://doi.org/10.37092/el-ghiroh.v16i01.71.

V., Luan, W., & Bakar, K. (2008). The shift in the role of teachers in the learning process.. European journal of social sciences, 7, 33-41.

Wei, X., Cheng, I., Chen, N., Yang, X., Liu, Y., Dong, Y., Zhai, X., & K. (2020). The effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68, 1461–1484. https://doi.org/10.1007/s11423-020-09752-x.

Widodo, J. P., & Slamet, J. (2020). Students’ Perception Towards Google Classroom as E-Learning Tool (A Case Study of Master of English Education of the Second Semester at STKIP PGRI Sidoarjo). Magister Scientiae, 2(48), 99–109.

Widodo, J. Priyanto, & Endah Alam Sari (2022). Students’ Perception on The Use of Edmodo in ‘Intermediate Listening’ Class At STKIP PGRI Sidoarjo. Magister Scientiae, 1(50), 50–58. https://doi.org/10.33508/mgs.v50i1.3763

Widodo, J. P., & Slamet, J. (2021). Lecturers’ Perspectives Through E-learning by Using Moodle for Post-Graduate Students at STKIP PGRI Sidoarjo. International Seminar on Language, Education, and Culture (ISoLEC 2021), 161–171.

Widodo, P., Subandowo, M., Musyarofah, L., & Slamet, J. (2023). Interactive gamification-flip-book for developing students’ outcomes. Advances in Mobile Learning Educational Research, 3(2), 754–762. https://doi.org/10.25082/amler.2023.02.002

Williamson, S. (2007). Development of a self-rating scale of self-directed learning. Nurse researcher, 14 2, 66–83. https://doi.org/10.7748/NR2007.01.14.2.66.C6022.

Zhao, L., Liu, X., & Su, Y. (2021). The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course. Sustainability, 13, 2888. https://doi.org/10.3390/SU13052888.

Zimmerman, B. (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. American Educational Research Journal, 45, 166–183. https://doi.org/10.3102/0002831207312909.

Zimmerman, B. (2015). Self-Regulated Learning: Theories, Measures, and Outcomes. , 541–546, https://doi.org/10.1016/B978-0-08-097086-8.26060-1.




DOI: https://doi.org/10.33508/mgs.v52i1.5358