The Effect of Flipped Classroom and Project-Based Learning on Engagement and Learning Outcome in Higher Education

Abstract

This study aims to determine the impact of the integration of the flipped classroom learning model and project-based learning on student involvement and learning outcomes in multimedia learning. This research is important to fill the gap in empirical data regarding the effectiveness of these learning strategies. The method used is a quasi-experiment design, comparing the experimental group that applies the flipped classroom model and project-based learning with the control group that uses conventional methods and project-based learning. Data collection was carried out through pretest and posttest, as well as student engagement surveys, with one-way ANOVA analysis. The results showed that the experimental class had an average student involvement score of 85.36, an efficacy score of 83.70, and a self-regulated learning score of 79.90. Meanwhile, the control class had an average student engagement of 80.42, an efficacy score of 82.71, and a self-regulated learning score of 77.24. The posttest t-test showed a significance value of 0.035, which was smaller than 0.05 (sig. 0.035 < 0.05), so the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. This means that there is a significant difference in multimedia learning outcomes between students who use the flipped classroom approach and project-based learning compared to those who follow the conventional model. These results prove that the flipped classroom and project-based learning methods are more effective in improving learning outcomes and student involvement in multimedia learning. These findings provide valuable insights for future learning development.